Languages offer at the LFS back to school 2013

Transcription

1 Languages offer at the LFS back to school 2013 A diversity of personalized paths Languages teaching evolution The «bilingual» classes with the regional languages (Breton, Corse, Basque etc.) have been an example of success in France, with a single teacher teaching in French AND in the regional language. In 2004, a circular on languages from the AEFE proposed a new organization for the languages teaching, the bilingual classes : This circular asked to put in place the same structure as the regional languages «bilingual classes» in the French Schools abroad: It became mandatory to have exactly 50% in French and 50% in the other language (the parity) in order to be able to officially call these classes «bilingual classes» (not 40%-60% or 30%-70%). Without teachers being able to teach in the two languages, it was necessary to have two teachers: one for the French part and one for the other language part (for us the English). In 2012, a new circular from the AEFE changes the recommendation and gives more flexibility: There has been a worldwide assessment after 8 years of the parity The languages teaching researches shows that to learn a language, there are different ways and organizations which work. It gives us new directives to be implemented for the coming years After 8 years of the «bilingual classes» Skills and teaching enrichment for our teachers Stimulation of the foreign languages teaching in the French Schools abroad Revolution in the way foreign languages are taught «Bilingual» stream efficiency BUT. Some problems are underlined Division between the two streams, a too important amount of work for the students, our students level in French etc AND MORE OF ALL A stream which does not fit all the students, which is against the French school values. Reminders regarding the languages didactic «Bilingual» does not necessary mean teaching in a 50%-50% parity: the quantity does not guaranty the quality (as said in the 2012 circular)

2 A «bilingual» teaching is: Teaching the language : foreign language courses + cultural overview AND Learning in the language (CLIL = Content and language integrated learning) Micro-alternation (fast and frequent switches between languages) more efficient than Macro-alternation (longer blocks: one day or one period per language) New directives of the 2012 circular Priority to the French Priority to the languages of the host country: equality and respect of these languages BECAUSE Priority to the ability to learn many languages: 3 or even more, instead of mastering only 2. Some CLIL lessons with micro-alternation cycle 1 : Priority to the oral language cycle 2 : Priority to the (oral and) written language (reading) cycle 3 : If no difficulties, beginning of a 3rd language learning How? With personalized paths in languages: A common base in French + Language of the host country (for example, it could be French-Thai in Bangkok, French-Lao in Vientiane) AND units or options where the students will be able to have (we will tend to this organization in the future, but it will probably take at least 2 years to totally personalized the students learning in languages): more French more language of the host country a 3rd language This will be done depending on the students needs and their parents wish Primary school starting September 2013 This reform has been prepared all along the school year, in collaboration with parents and teachers in the Languages committee (e.g. their minutes on the school website) The language of the host country will be the English The third language will be the Mandarin (starting in 3rg grade)

3 English + stream continuity (ex «bilingual» stream) 2 classes per grade, same organization as before (One lesson per week of Mandarin in this stream) Creation of a bi-langue stream (ex : classic or French-reinforced English ) English language lessons (number depending on the grade) New lessons in English (CLIL, in all the grades) More Mandarin lessons in the bi-langue stream (2 instead of 1 per week, still in skills groups) Project to obtain the official label of International Section from the French National Education as soon as possible (back to school 2014) the English + stream will become the «International Section» major in British English The bi-langue section will become the «International Section» major in British English also, but with more Mandarin (bi-langue) A draft of our project will be transmitted by June 2013 to the AEFE, the official demand will be deposit on December The official approval may be obtained in May-June 2014 for the back to school 2014/09. The advantage of the Section Internationale compared to the bilingual is that it is an accredited label by the French National Education, recognized in France and in all the French schools abroad which propose it. Kindergarten starting September 2013 French and English development Priority to the oral language The English + path: 2 classes in MS and in GS 2 teachers switch between the two classes every other day (macro-alternation) French National Education curriculum taught in French and in English (in these classes, only some part of the English lessons are from the British curriculum, for the English language particularities. They are not classes where you have half of the week like in a French school and the other one half like in an English one, as it is the content and the skills from the French curriculum only which are taught). The bi-langue path: English languages lessons in ½ groups taught in the English classrooms, in homogenized skills groups. CLIL -> French and English co-teaching = same contents in the 2 languages or complementary contents in each language PE lessons in English Conclusion : 5 English lessons per week = English every day. Comparison between the different paths depending on the Kindergarten grades:

4 An example of schedule in Kindergarten (English every day): In the cycle 2, starting September 2013 Priority to the (oral and) written language (reading) More English and different subjects taught IN English (maths, social studies, sciences, arts )

5 Bi-langue path: 3 hours of English instead of 2h45, English languages lessons in small groups taught in homogenized skills groups. + 1 CLIL lesson of 45min = content and language integrated learning (Maths, sciences, social studies, arts ). English teaching (with the French teacher in the class for help) = same contents in the 2 languages or complementary contents in each language, taught to the entire class, with all the English levels mixed => the French teacher will be present to help the students who do not speak English. It will be immersion lessons and lessons which may use a diversity of pedagogic tools like videos, pictures for all the students to be able to follow the lessons. No assessment will be made on the content and skills of these lessons by the English teacher (as for some students the English may add a difficulty), but they will be made only by the French teacher during the same subject taught in French. Still 2 PE lessons in English For the Elementary School also => English every day English + path (ex-bilingual): Parity between the two teachers, the French and the English. French National Education curriculum taught in French and in English: in these classes, only some part of the English lessons are from the British curriculum and only for the English language particularities (possessive for example which does not exist in French). They are not classes where you have half of the week like in a French school and the other half like in an English one, as it is the content and the skills from the French curriculum only which are taught). In the cycle 3, starting September 2013 Bi-langue path: 2 lessons of mandarin instead of one, still in groups of competencies and ½ classes. 3h20 of English instead of 2h45 (same as the cycle 2, in ½ groups and homogenized skills groups) + 1 lesson of 45min of CLIL = content and language integrated learning (maths, sciences, discovering the world, arts ). English teaching (with the French teacher in the class for help) = same contents in the 2 languages or complementary contents in each language, taught to the entire class, with all the English levels mixed => the French teacher will be present to help the students who do not speak English. It will be immersion lessons and lessons which may use a diversity of pedagogic tools like videos, pictures for all the students to be able to follow the lessons. No assessment will be made on the content and skills of these lessons by the English teacher (as for some

6 students the English may add a difficulty), but they will be made only by the French teacher during the same subject taught in French. Still 2 PE lessons in English. For the Elementary School also => English every day English + path (ex-bilingual): Parity between the two teachers, the French and the English. French National Education curriculum taught in French and in English: in these classes, only some part of the English lessons are from the British curriculum and only for the English language particularities (possessive for example which does not exist in French). They are not classes where you have half of the week like in a French school and the other half like in an English one, as it is the content and the skills from the French curriculum only which are taught). One mandarin lesson per week Elementary school starting September 2013

7 In conclusion, which path will your child follow from Kindergarten to the Secondary School? (Sorry in French only!) This organization may evolve in the future, depending on the curriculum and courses assessment and the future pedagogic innovations.