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.
Learning Styles & Strategies
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.
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 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
Sample of an in-class writing workshop following the process-writing approach. It is a sample for an Intermediate level but can easily be adjusted to elementary or advanced. The topic is Immigration and it was done after discussing the film “EL Norte”. The Instructions are translated intoWriting_workshop_argumentative-text English.
These are two models of rubrics to accompany the writing workshops: “Writing Workshop: Argumentative text” and “Writing Workshop: Mini-Drama” which can be found in this site under “Language Instruction”. One is more general, “General Rubric” and the second one is a sample of how the rubric can be molded to asses a specific genre, in this case a Mini-Drama. Neither rubric is broken-down “mathematically” in terms of detailed points, rather, they are aimed to guide the student in the areas he needs to re-work. The rubrics have been translated into English but they would normally be given to the students in the target language.