Acquisition du Français Langue Etrangère

Vice-rector for academic
School of Teacher Training
SUBJECT TEACHING GUIDE
G522
- Acquisition du Français Langue Etrangère
Degree in Early Childhood Education
Degree in Primary Education Teaching
Academic year 2016-2017
1. IDENTIFYING DATA
Degree
Faculty
Degree in Early Childhood Education
Degree in Primary Education Teaching
Type and
Year
Optional. Year 4
Optional. Year 4
School of Teacher Training
Discipline
Speciality in Foreign Language (French)
Speciality in Foreign Language (French)
Course unit title
and code
G522
- Acquisition du Français Langue Etrangère
Number of ECTS
credits allocated
Web
6
Term
Language of
instruction
French
Mode of delivery
Department
DPTO. FILOLOGIA
Name of lecturer
MARGARITA ELENA GARCIA CASADO
E-mail
[email protected]
Office
Edificio de Filología. Planta: + 2. DESPACHO PROFESORES (236)
Semester based (1)
Face-to-face
Other lecturers
3.1 LEARNING OUTCOMES
- Be able to understand the learning/ teaching process and evaluate the didactic approaches.
Be able to analyze and select educational materials. Skills to adapt and make use of them.
Be able to know and apply the knowledge of different theoretical approaches in the French’s learning process and
language acquisition.
Be able of apply different typologies of games regarding the linguistics skills.
Be able to extract information and teaching resources of the literary texts like shorts stories, fairy tales, comics, songs as
well as being able to use them in the class.
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Vice-rector for academic
School of Teacher Training
4. OBJECTIVES
Develop innovative proposals (materials, strategies and approaches) for the French’s language education based on the
analytic view of the teaching and learning process of a foreign language.
Use the right methodology for the development of the different language skills (listening, speaking, reading, and writing).
Skills for relate language functions to grammatical, lexical and phonetic contents.
Ability to select and analyze didactic materials as the capacity of use them in the classroom.
Create educational activities.
Know how to develop and use recreational and playful activities.
Manage of children’s literature in the classroom: short stories, comics, and albums.
Be able to write and speak in the language using the appropriate terminology of language teaching.
6. COURSE ORGANIZATION
CONTENTS
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1.The History of Literature for Children : texts and authors. Legends, cartoon books, short stories, picture-books,
fables. Instruction in class. Analysis of texts and how to use them
for teaching. Types of intelligence, and practical activities for children.
2
2. Lexical Competence: level of understanding the language, idiomatic expressions, the formation and
composition of words. Vocabulary and the Dictionary. Tropes and games in French as a Foreign Language to
enhance expression and understanding, both oral and written. Songs and nursery-rhymes for children, using
movement and actions for didactic purposes.
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3.Improving competence in reading, writing, and pronunciation by using texts written by the authors chosen :
Jacques Prévert, Claude Ponti, Pef, Peyot, La Fontaine, Perrault. Creation of activities and didactic flash-cards.
7. ASSESSMENT METHODS AND CRITERIA
Description
Type
Final Eval.
Reassessment %
Written exam 60%
Oral presentation 40%
Written exam
Yes
Yes
60,00
Assessment of the activities and the works done
in and outside the classroom. Participation and
oral interaction in the class. Academic progress,
interest and motivation in the subject taught in
French. As well as a written test with theoretical
and pract
Work
Yes
No
40,00
TOTAL
100,00
Observations
The part time students who don’t attend regularly the class should pass the final test and submit the tasks requested by
the professor. The part time students who attend the class should have the same assessment as the rest of the students.
Observations for part-time students
The part time students who don’t attend regularly the class should pass the final test and submit the tasks requested by
the professor. The part time students who attend the class should have the same assessment as the rest of the students.
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Vice-rector for academic
School of Teacher Training
8. BIBLIOGRAPHY AND TEACHING MATERIALS
BASIC
ALBOUT C. 101 comptines à mimer et à jouer avec les tout-petits et les plus grands. Bayard jeunesse.2001.
AUGE H., BOROT M-F., VIELMAS M. Jeux pour parler. Jeux pour créer. Clé International. 1989.
BARA S., BONVALLET A.M., RODIER C. Ecritures créatives. Presses universitaires de Grenoble, 2011.
BENET H. Mes premiers mots croisés par les comptines. Retz. Paris. 1996
BIARD J. & DENIS F. Didactique du texte littéraire. Nathan. Paris. 1993
BOGAARDS P. Le Vocabulaire dans l’apprentissage des langues étrangères, Paris, Hatier-Didier, 1994.
BOULICOT M. Découvrons le dictionnaire. Larousse. Paris. 1981
CARLIER C. La clé des contes. Col. Ellipses. Paris.1998.
CALAQUE E. Les mots en jeux. L’enseignement du vocabulaire. Grenoble, Centre de documentation pédagogique de
l’Académie de Grenoble, 2002.
CAVALLA C., CROZIER E. Emotions et sentiments, PUG, 2005.
CHAUVEL D. HAYVARD G. Des images pour apprendre à s’exprimer. Retz. Paris. 1990.
COLIGNON J.-P. et BERTHIER P.-V., 1985, « Lexique des faux-amis », Paris, Hatier.
COURTILLON J. Elaborer un cours de FLE. Hachette. FLE, 2003
CUQ J.P., GRUCA I. Cours de didactique du français langue étrangère et seconde. Pug, Grenoble, 2002.
CHRISTOPHE S. & GROSSET-BUREAU. Jeux poétiques et langues écrites. A. Colin. Paris. 1994
CYR P. Les stratégies d’apprentissage. CLE International, 1998.
DUMAREST D., MORSEL M.-H. Le Chemin des mots, PUG, 2004.
ESCOLA M. Les contes de Charles Perrault. Collection Commente. Gallimard. 2006.
EVRARD F. Jeux linguistiques. Ellipses, 2003.
GODDAR R. & PACCAGNINO. La littérature enfantine. CIEP. Paris. 1996
GUILLEN C., ALARIO C. Didáctica de la lengua extranjera en educación infantil y primaria. Ed. Síntesis. 2002.
LEON R. La littérature de jeunesse à l’école. Hachette. Paris. 1994
PIERRÉ M., TREFFANDIER F. Jeux de théâtre. Presses universitaires de Grenoble, 2012.
RAMON DIAZ C. Narrativa infantil y juvenil francesa. Antologia de textos. Servicio de Publicaciones. Alicante. 2002
ROBERT J.P., ROSEN E., REINHARDT C. Faire Classe FLE. Une approche actionnelle et pragmatique. Hachette, FLE,
2011.
ROBERT J.M. Manière d’apprendre. Pour des stratégies d’apprentissage différenciées. Hachette, FLE, 2009.
KASSIS P. La poésie. Clé International. Paris. 1993
ROUGIER R. Je joue avec le dictionnaire. Retz. Parsi. 1980
SABBAH H. Littérature. Textes et méthodes. Hatier. Paris. 1996
SORIANO m. Guide de la littérature pour la jeunesse, Paris, Hachette, 1974. Rééd. Delagrave, 2002.
SUSO LÓPEZ J., LÓPEZ CARRILO R. (Coord.) Le français aux défis actuels. Histoire. Langue et culture. Librería Atlas,
2010.
SUSO LÓPEZ J., FERNÁNDEZ FRAILE M.A. La didáctica de la lengua extranjera. Ed Comares, 2001.
SUSO LÓPEZ J. Repertorio de manuales para la enseñanza del francés en España (Siglo XX). Ed. Comares, 2008.
TAGLIANTE C. La classe de langue. Clé International. Parsi. 1994
TREVILLE M.-C. et DUQUETTE L. Enseigner le vocabulaire en classe de langue, Paris, Hachette, 1996.
TRIGON J. Histoire de la littérature enfantine. De ma mère l’oye au roi Babar. Hachette. Paris 1927.
TSIMBIDY M., Enseigner la littérature de jeunesse, Toulouse, Presses Universitaires du Mirail, 2008.
WEISS F. Jouer, communiquer, apprendre. Hachette FLE, 2002. Jeux et activités communicatives en classe de langue.
Hachette. Paris
WENK B. Enseigner aux enfants. Clé International. Paris. 1989
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