French Seminar

Recommended Prerequisites

Completion of all the 1st-year courses of the program

Teaching Methods

The students will make oral presentations on the texts they have read, relating them to their teaching experience. Before each presentation, the students will hand in written notes or texts. The presentations will be followed by discussion in the seminar. The seminar sessions on complementary topics will be based on expository presentations by the teacher and the study of practical examples or other tasks by students.

Learning Outcomes

The main aim of this seminar is to guide students' in the preparation of their final MA report, focusing on the reflection on their teaching practice and specific research topic. Thus, students are expected to:

– apply the methods and instruments learned in the 1st semester to the research of sources for the preparation of thematic part of their report;

– show a good grasp of the sources on their chosen topic, which will focus on teaching methodology with an emphasis on French, and be able to extract relevant information from the literature for their supervised teaching practice and report;

– be able to develop, in the preparation of their report, a coherent argumentation, based on applied methological principles and practical examples, and appropriately documented.

Work Placement(s)

No

Syllabus

The topics to be addressed in the seminar are those chosen by the students for their final MA reports. The topics chosen for the individual reports, and which form the core of the seminar's syllabus, have been previously addressed in French Didactics and will thereby be further investigated.  The topic of the MA reports  may be complemented by other topics that are relevant for the teaching of French as a foreign language.

Head Lecturer(s)

João da Costa Domingues

Assessment Methods

Continuous Assessment
Attendance and active participation in class based on homework assignments and research: 50.0%
Synthesis work: 50.0%

Bibliography

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

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

La Garanderie, A. (1994). Réussir ça s'apprend. Un guide pour tous les parents. Paris: Éditions Bayard Jeunesse.

La Garanderie, A. (2004, 2013). Plaisir de connaître. Bonheur d'être. Une pédagogie de l'accompagnement. Lyon: Chronique sociale.

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

Saint-Onge, M. (1993). Moi j’enseigne, mais eux apprennent-ils? Coll. Agora. Montreal: Beauchemin.

Salen, K. e Zimmerman, E. (2004). Rules of Play. Cambridge, Mass.: The MIT Press.

Scrivener, J. (2011). Learning Teaching, 3rd ed. Oxford: Macmillan.

Tornero, Y. (2009). Las Actividades Lúdicas en Clase de E/LE. Cap.1. Madrid: Edinumen.