| CODE | LHF5006 | ||||||||||||
| TITLE | Cr茅ativit茅, Mat茅riels et M茅dias pour l'Enseignement et l'Apprentissage des Langues | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||||||
| DESCRIPTION | This unit prepares the FFL teacher to use Internet and multimedia in the language class. It is intended for individuals who already possess a working knowledge of the Internet and social media. It will present to learners a series of 'documents authentiques','semi-authentiques' and 'non authentiques', which students will be brought to distinguish and to learn how to exploit each in class. Students will be presented with different fixed pictures and animated pictures, to learn how to proceed with pictures and videos in the language classroom. The unit will then help students get more familiar with the use of the IWB in an FFL setting, and get to know about various Apps (such as Framapad, Edpuzzle, Kahoot, Powerpoint, Microsoft Forms, Teams, Zoom, Classroom screen, etc) that will enrich the classroom experience. Students will be asked both to follow demonstrations and to try these Apps themselves. Emphasis will be laid on the practical side of the coin. Students will also receive training on how to find a balance between the use of traditional and technological resources. The unit also contains work on the theoretical and practical issues of task- and project-based learning, and how this could help foreign language teaching locally to more closer to the more modern principles of L2 teaching and learning, which are still very little applied in the local context. Study-unit Aims: The aim of this unit is to ensure that the teaching and learning of languages through digital resources goes way beyond working out closed exercises: multimedia resources are assets that allow the development of learners' creativity, as well as that of the teachers, by providing them with different approaches, techniques and tools which are far removed from the traditional teacher + textbook configuration. Use of multimedia resources will demonstrate how lesson content can be more varied, and lessons become more interactive and motivating for learners. Preparation and training for the use of such material is done through the elaboration of possible pedagogical scenarios. The unit also aims to train teachers to get acquainted with properties of authentic documents, available online or in printed format, that may be fruitfully used in class. It would help students understand how to proceed with pictures and videos in class. The unit also aims to train students to get more familiar with the use of the Interactive Whiteboard for the FFL setting, and to get to know about various Apps (Framapad, Edpuzzle, Kahoot, Powerpoint, Microsoft Forms, Teams, Zoom, Classroom screen, etc) that will enrich the classroom experience. Students will be asked both to follow demonstrations and to try these Apps themselves. Emphasis will be laid on the practical side of the coin. Students will also receive training on how to find a balance between the use of traditional and technological resources. The unit also aims to tackle the theoretical and practical issues of task- and project-based learning, and how this could help foreign language teaching locally to move closer to the more modern principles of L2 teaching and learning, namely those of the action-based approach, which are still very little applied in the local context. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Identify and describe ways of fostering learner creativity in the foreign language classroom; - Explain the advantages of using 鈥渄ocuments authentiques鈥� in the French as a foreign language classroom; - Provide and support arguments in connection with the usefulness to language learning of the IWB and various available Apps; - Formulate and support arguments regarding the positive outcomes of applying task- and project-based learning in the foreign language classroom. 2. Skills By the end of the study-unit the student will be able to: - Effectively use the IWB and different Apps in the French classroom; - Construct modalities for encouraging learners to be creative in their language practice and production; - Evaluate and select suitable 鈥渄ocuments authentiques鈥� to present and exploit in class; - Present and exploit in class an effective choice of technological and non- technological resources; - Apply an approach to language teaching and learning that is based on accomplishing tasks and taking part in projects. Main Text/s and any supplementary readings: Main texts: - Car茅, J.-M., Debyser, F. (1991), Jeu, langage et cr茅ativit茅. - Les jeux dans la classe de fran莽ais. Paris, Hachette FLE. - Guichon, N. (2012). Vers l'int茅gration des TIC dans l'enseignement des langues. Didier, Paris. - Riquois, E. (2010) Evolutions m茅thodologiques des manuels et mat茅riels didactiques compl茅mentaires en FLE, Education-Formation, 2010, e-292, 129-142. Supplementary readings: - Car茅, J.-M. (1999), 芦 Apprendre les langues 茅trang猫res autrement 禄, Le fran莽ais dans le monde Recherches et Applications, Paris, CLE International. - Cho茂 J.-J. (2009) Objets d鈥檃pprentissage, ressources p茅dagogiques : le point de vue d鈥檈nseignants universitaires sur les pratiques de mutualisation et d鈥櫭ヽhanges (Master MALTT), Universit茅 de Gen猫ve. - Le Ferrec, L., Lecl猫re-Messebel, M. (2016), 芦 Les supports au c艙ur des pratiques en classe de langue 禄. Recherches en didactique des langues et des cultures. Disponible sur : http://journals.openedition.org/rdlc/748 - Ollivier, C., Puren, L. (2011) Le web 2.0 en classe de langue, Editions Maison des langues, Paris. - Manaa, G. (2008). L鈥檃pport de l鈥檌mage publicitaire en cours de FLE. Quel support utiliser et quel type de publicit茅s exploiter ? Synergies Alg茅rie, 2. - Mangenot, Fran莽ois. & Louveau, Elisabeth. (2006). Internet et la classe de langue. Paris, Cl茅 International. - Silva, H. (2008), Le jeu en classe de langue. Paris, CLE International). - Veda, A. (2010) Le document authentique : un exemple d鈥檈xploitation en classe de FLE. Synergies Canada, 2. Sitographie: http://tenseignes-tu.com/ http://lewebpedagogique.com/ https://www.facebook.com/groups/pedagogieuniversitaire/ Franc-parler : http://francparler-oif.org/ TV5 monde : http://enseigner.tv5monde.com/ |
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| ADDITIONAL NOTES | Study-Unit Title in English: Learner Creativity, Media and Other Resources for Language Teaching and Learning | ||||||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||||||
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| LECTURER/S | Sharon Abdilla Anna Scicluna (Co-ord.) Angele Vella Lauwers |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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