French Didactics

Recommended Prerequisites

Bachelor’s with at least 60 ECTS in French. Recommended level of French B2. 

Teaching Methods

Expository methods will be used in the initial classes, which will focus more on theoretical content. This will be followed by the design of lessons - a more practical task - with direct student participation. The work will involve analyzing and commenting on texts and materials that help define and develop the established syllabus content. This will be followed by oral presentations of short individual papers and lesson plan outlines focusing on one or more areas of the French FL curriculum in lower and upper secondary education.

Learning Outcomes

Students are expected to:

– Identify key factors influencing the teaching/learning of French by Portuguese students;

- Understand the trends and characteristics of current foreign language teaching/learning methods, as reflected in official materials and documents;

- Identify, describe, and apply procedures for teaching written and oral comprehension and production, vocabulary, grammatical structures, and French pronunciation to Portuguese students, justifying the appropriateness of these procedures;

- Acquire and deepen their knowledge of research, analysis, and design of teaching materials, as well as the use of various educational and technological resources;

- Design lesson plans for different levels, grounding their choices in didactic principles and applying their acquired knowledge to key areas of the French FL curriculum in lower and higher secondary education;

- Understand principles for effectively managing foreign language use, interaction, and time in the classroom.

Work Placement(s)

No

Syllabus

1. Basic concepts: education, didactics, pedagogy, teaching/learning methodologies.

2. Teaching and learning French as a foreign language in the Portuguese context: the mother tongue and French language acquisition (transparency, metalinguistic awareness); plurilingualism and multiculturalism.

3. French FL teaching methods: The CEFR and FLE teaching curricula.

4. The role of the teacher in school and the classroom; competences of the French FL teacher.

5. Learner profiles. Student motivation. Classroom management.

6. Textbooks and other sources of pedagogical material.

7. ICT and AI in the classroom.

8. Teaching the four skills, grammar and vocabulary in French FL.

9. Lesson planning, material development, and classroom simulation.

Head Lecturer(s)

Professor a Definir - Faculdade de Letras

Assessment Methods

Assessment
Resolution Problems: 20.0%
Research work: 30.0%
Frequency: 50.0%

Bibliography

Aa. Vv. (2009). L’approche actionnellle dans l’enseignement des langues. Maison des langues.

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

Castellotti, V. (2001). La langue maternelle en classe de langue étrangère. CLE International.

Germain, C., & Cornaire, C. (1999). Le point sur la lecture. CLE International.

Germain, C., Claudette C., & Raymond, P. (1999). La production écrite. CLE International.

Grassin, Jean-François et alii (2024). Pratiques et usages du numérique en FLE. Alsic, 27(2).

Gettliffe, N. (2022). Enseignement de la grammaire en Français Langue Etrangère : représentations et pratiques. Revue TDFLE, 81.

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

Lebrun, M. (2014). L’ère numérique: un défi pour la didactique du FLE. Synergies, 2, 107-117.

Marques, M. (1990). Didáctica do Francês. Universidade Aberta.

Michel, J. (2013). Les 7 profils d’apprentissage. Éditions Eyrolles.