Enseigner la poésie aux étudiants et intégrer la poésie à la didactique sont deux mouvements complémentaires qui permettent non seulement de travailler tous les aspects de la langue mais favorisent et exercent des processus et qualités multiples: mémorisation, adaptabilité, esprit critique et confiance en soi — sans parler du plaisir qu’on y prend. Cette présentation propose un choix de textes poétiques et d’activités créatives pour des classes de français de tous niveaux.
Focus on the Learner
Article based on an interview of Dr. Angelina Craig-Flórez (Department of Latin American and Iberian Cultures, Columbia University) on her Hybrid Award winning project:
The interview was conducted by Aurora Rodríguez-Collado, from the Center for Teaching and Learning (CTL) at Columbia University.
Use simple dramatic techniques to enhance your teaching of pronunciation, vocabulary and grammar and motivate your students.
Utilisez des techniques théâtrales simples pour renforcer votre enseignement de la prononciation, du vocabulaire et de la grammaire et motiver vos élèves.
Using global simulations (simulations globales) in a language class can be enormously stimulating and fruitful, whatever your students’ proficiency level.
In this presentation, I start by describing the lower intermediate French course I have created for Master’s students at the Columbia School of International Affairs (SIPA). I then explain how I have adapted the global simulation game “La Conférence internationale” and turned it into a capstone for the course. The presentation is in French.
Click here to access the presentation.
If you are interested in global simulations, you may find other ideas in this document: Ma vie parisienne: A virtual semester in Paris.
Interview conducted by Columbia Center for New Media Teaching and Learning’s Educational Technologist, Sarohini Chahal.
The interviewee is Reyes Llopis-García, Lecturer in Spanish at the Department of Latin American and Iberian Cultures, and the topic of the conversation is her Twitter-based Final Project in her Intermediate I Spanish course at Columbia University.
In the Fall of 2013 I decided to send the students in my Accelerated Elementary French class on a semester-long virtual adventure in Paris that would unfold in sync with their linguistic abilities. I got the idea from a book by Francis Debyser entitled L’immeuble (Hachette, Paris, 1986). Now a classic, this book launched, at least in the field of language pedagogy, the concept of “simulation globale” — in other words, a course or a part of a course based on the collective creation by students of a virtual world. The assignments I designed emphasized vocabulary acquisition, writing and culture at the beginning level, but the concept of global simulation is extremely versatile and can be adapted for all sorts of purposes at any level.
I have now been using MVP in my Accelerated Elementary class for 3 years, and I continue to be very impressed with the quantity and quality of my students’ writing, as well as with the flexibility of the activity.
MVP – technical support for students (in English)
MVP- 1st assignment: find an apartment in Paris (in French)
MVP – 2nd assignment: leisure time in Paris (in French)
MVP – 3rd assignment: organize a dinner party (in French)
This article is a description of a specific project which combines classroom teaching and various CMC implementations. The project aims to create an online exchange between American and Italian students in order to develop intercultural and language competence.Developing a Multilevel LL_0
This power point accompanies a teaching demo from the Penn FLTA orientation done by Dr. Christina Frei in German. It focuses on speaking activities for the warm-up and introduces the three phases: re-enter, practice, and create for oral production. Focus_on_Speaking
This session from the Penn FLTA orientation developed by Dr. Nicole Mills in French, introduces the participants to deductive and inductive approaches to teaching grammar. She argues for a guided inductive approach using the PACE model for grammar lessons.Approaches_to_teaching_Grammar
This describes the use of video to develop intercultural awareness in the language classroom. Some examples of pedagogical activities are provided. The article is in Italian.Using video to develop intercultural competences