9TH NATIONAL CONGRESS OF TEACHERS OF FRENCH . SAN LUIS. 2006
OLORON CHIVASSO
ON THE GLOBAL SIMULATION Polimodal
Thematic:
-New technologies and revivals for the teaching - learning languages Foreign
-theoretical approaches and innovative practices
Institution: Escuela Normal Mixta Pcia. San Luis.
Audience: Third year Polimodal. Group of 12 students.
Duration: Any the 2004 school year.
Objectives: Inventing a village
create fictional identities
give life to these characters and places through interactions .
What is a global simulation?
is, first, a journey into the imaginary group of people engage in a creative project collective is to invent a particular universe sharing the same symbolic universe, language, and take ownership of a piece of territory. That act and interact.
So the global simulation will include:
to act as if we lived anywhere but in the school world, and a paradoxical movement back and forth, out of this universe by the power of imagination and bring into the precincts of the place-class theme.
to act as if it was someone else going for in itself the resources to make the character credible invested and managed.
With a group of students from the third Polimodal year, they tried this adventure: the creation of the village on Oloron Chivasso, the invention of characters and the imagination of possible situations in this environment.
This allowed us to review material already learned and acquire new ones to offer differentiated tasks, motivate the class group and lead to a big party where students marched through the skin of their fictional characters.
National Congress of Education policies. Santa Rosa. 1999
6th National Congress of French Teachers. Rosario. 2000
TENT ON ANOTHER LANGUAGE?
In my experience as a French teacher, I observed that students arrive in school without knowledge of other languages besides English. The curiosity is aroused when they hear their friends welcome in French, singing, etc..
The objective was to expose students to a different language to that learned in schools and make them understand that the strategies they use to learn a foreign language, may well serve to learning others, in this case, French. On the other hand, the motivation for sharing multilingual experience, from reading, listening, singing, etc..
The experience was to convene a meeting of students of fifth Polimodal years, where there are groups who are learning English and others presented their French.Parents same text in French for students of English and vice versa, to make the global approach (for advertisements from a catalog of Quebec).
After working these texts, guided by teachers English and French, it was pooling where English students could see that, thanks to the transparency of the French, they were able to answer questions.
Then each group sang a song in the language 2, and they have taught their friends a song facile.On finished singing Lark.
The experience of this division has continued throughout the year, with the viewing of films in both languages, they are doing in language 2, and there are plans for this year's production of a bilingual newspaper.
Sedifrales XII. / NATIONAL CONGRESS OF TEACHERS OF FRENCH DE ROSARIO
"Multilingualism in stages" - from the provisional to the complexity of universal communication "
Authors: König, Rosmarie, Carracedo, Lilia, (French)
Caia, Angela, Mondon, Diana (English)
Institution : Unidad Educativa N º 15. General Pico, La Pampa, Argentina
Theme : Strategies for teaching
Year: 2001
As we noted a very different level among students in a same class of foreign language (especially English), and taking into account the consideration of several languages proposed by the Federal Education Act, we have carried out this project by distributing the school time and space, facilitating the work groupal and learning process. It is a flexible project and joints, which allows movement from one group to another, the possibility of a second foreign language and the general improvement of learning.
Objectives:
-Facilitate the articulation between different levels of language-Ability
multilingualism
-Optimizing the results of the teaching-learning while respecting the individual time-
Change group structure and timetable to achieve more meaningful learning
-Reply the needs of a society increasingly demanding in terms of integrating the world of work and access to higher education.
Starting:
was set the same schedule for the teaching of foreign language late possibiliter sharing by groups of students the 7th, 8th and 9th grades.
Then we set three stages corresponding to Level 1 "Marco del Acuerdo 15 f" of the Federal Law of Education, initial, intermediate and advanced.
the beginning of the year was performed to diagnose prior knowledge of English students, and were distributed into groups according to the result.
Once formed groups of English, those who wish may choose a second language, either French *.
Those who are in condition to pass the corresponding tests in English provided by the Federal Law Education, follow only the French, since the authorities have given their agreement, as the French foreign language curriculum.
Currently, there are 8 groups of English and 3 French (two from the initial stage and an intermediate step).
In the case of French, they have two hours of class per week, including a half-hour is dedicated to learning songs.
Students can advance or go back in groups, if they are making progress or if they have difficulties.
At the end of the year they are given a certificate which states the results achieved during the year.
A team of foreign language teachers establish the criteria for assessment and accreditations.
* It is expected in the future incorporation of other languages, depending on availability of teachers and community demand.
Conclusion:
view during the second year of this project, the learning obtained were significant. We advance more and better. Students become more independent and resourceful.
Today this project is part of the identity of the institution Having obtained the recognition of parents, and local and provincial authorities.
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