French Seminar

Recommended Prerequisites

Successful completion of all the 1st-year courses of the program.

Teaching Methods

The students will give oral presentations on the texts they have read, relating them to their teaching experience. These presentations are preceded by the submission of a written report to the teacher (who will provide feedback on the work, as long as it is submitted on time, as recommended) and followed by comments from both the students and the teacher. Hence, the teachers’ supervision takes place both before the presentations, during the discussion phase, and in designated periods within the seminar, as well as during the preparation of the final synthesis paper.

Learning Outcomes

Students are expected to:

1. Develop their knowledge both in teaching and learning French as a foreign language, focusing on the topic chosen for their personal research;

2. Apply work methods and tools to their research and to the writing of the final report;

3. Search for appropriate bibliography (prioritizing sources in French) and extract information relevant to their topic;

4. Apply in a critical manner the knowledge obtained from bibliographical research, articulating it with previous knowledge and with the experience of the traineeship and presenting possibilities for its application in the teaching practice;

5. Assess the adequacy of the presented proposals to the teaching context and reflect on the obtained results, in order to perfect their practice;

6. Acknowledge the importance of developing their own teaching skills through research on specific aspects of the teaching practice;

7. Present their research coherently and following appropriate methodologies.

Work Placement(s)

No

Syllabus

1. Presentation and discussion of topics related to the scientific and pedagogical themes chosen by the students for their research:

a) State of progress of the work developed up to the beginning of the 2nd semester;

b) Summary of bibliographical sources and critical reflection on their relevance for the chosen subject and for the teaching practice;

c) Presentation of proposals related to the chosen subject to be practically implemented in class, along with  the assessment of their adequacy to the context of the traineeship and the assessment of the results obtained;

2. Specific supervision of students on:

a) The topics of the presentations mentioned in 1., with assessment of the work developed thus far and plans for its progression;

b) The organization of the report, with a view to a coherent and methodologically rigorous presentation, balance between the different sections and connection between theoretical information and the description and assessment of practical examples. 

Head Lecturer(s)

Professor a Definir - Faculdade de Letras

Assessment Methods

Assessment
In-class participation: 10.0%
Oral presentations and written outlines: 40.0%
Synthesis work: 50.0%

Bibliography

Aa. Vv. (2020). Enseigner ça s’apprend. Retz.

Gaetan, G. (2011). Coaching scolaire (Augmenter le potentiel des élèves en difficulté). De Boeck.

Guide, B. (2005). Enseigner le FLE. Pratiques de classe. Belin.

La Garanderie, A. (2013). Plaisir de connaître. Bonheur d'être. Une pédagogie de l'accompagnement. Chronique sociale.

Michel, J. (2010). Les 7 profils d’apprentissage. Eyrolles Éditions.

Sicurel, F. (2017). Reconfigurer l’action enseignante pour la (re)découvrir, in Phronesis 2017.

Sicurel, F. (2019). Pour une archéologie des pratiques enseignantes, in Éducation et didactique, 2019.

Scrivener, J. (2011). Learning Teaching. Macmillan.

Bibliografia específica será indicada ao longo do semestre, de acordo como o tema monográfico escolhido pelos/as estudantes. | More detailed references will be provided depending on the specific research topics chosen by the students.