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France- by Fatima Nacer_Study Visit 2013-189-ES (Barcelona)
 

France- by Fatima Nacer_Study Visit 2013-189-ES (Barcelona)

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France: Presentation for the European Study Visit 2013-189-ES (Catalonai, Spain), "Language learning spaces: diversity and transversality". Author Fatima Nacer. Visit the web: ...

France: Presentation for the European Study Visit 2013-189-ES (Catalonai, Spain), "Language learning spaces: diversity and transversality". Author Fatima Nacer. Visit the web: http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/report/

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    France- by Fatima Nacer_Study Visit 2013-189-ES (Barcelona) France- by Fatima Nacer_Study Visit 2013-189-ES (Barcelona) Document Transcript

    • OUT LINE FOR THE ROUND TABLELanguage learning spaces : diversity and transversalityFRANCEI - Innovative programmes for europeanplurilinguism :Learning spaces exist until 1981 in the french educationnal system. But,it was not a priority before european agreements.Until Lisbonne pact, many programmes are created or promoved . 1945, creation of the international center of pédagogique studies(CIEP in french), in 2011, the ministere gived it a special contrat fordevelopping international projects in education. 1987, Creation of the french european agency of education andformation, in french EEFF (agence europe education formationFrance, the objectif is to developpe european projects in education) 1991, creation of university institut of teatcher, the students have tolearn foreign language and have degre for teaching it. 1997, in each academy, reprsentative personn is designated fordevelopping european and international partnerships 2001, France adopt the european referentiel language (CECRL,cadre européen de reférence pour les langues) and is including ineach level of the educationnal système in the law of 2005.F.Nacer/Inspector primary school/France 1
    • II – Strategies for inclusion and studententrepreneurs ship :Objectives:• Ameliorate reciprocal knowledge between the worlds of educationand firm;• Reinforce exchanges and links of partnership already existing inregion and in academies and provoke new initiatives;• Institute a dialogue between the teachers and the representativesfor firms on long term, in a spirit of opening and in reciprocity.For firms:• Broadcast the mind of firm by establishing lasting links between firmsand schools• Make discover to the pupils the life of the firm and them show hisnumerous facets. Give them a more clear vision of opportunities in firm• Sensitize at the same time in the economic dimension of the firm (itsproducts, its customers, its process, his development) and in the humandimension (the firm as a living organism composed of men incompetences and very various course).For the pupils:• Develop taste to undertake and become aware of positive stocks of thefirm, place of creation of treasures and personal growth;• motivate Them and augment their wish to teach, to make easier theirincorporation in woking life;• allow Them to inquire better and to turn by having a more clear vision ofstakes and functioning of a firm.F.Nacer/Inspector primary school/France 2
    • The training of the pupils and the foreign wage earners: anessential stake :The development of the exportation of technological and professionaltrainings is strategical for the international radiance of France, onscientific and economic plans.To answer this challenge implicates exportation:• of products and know-how• of pedagogies based on methods and teaching aids• a sprawling range of trainings, linked up by footbridges allowing acourse of success• the incorporation of these trainings in the scholastic and universitysystem• narrow links between firms and state education which allow to setup trainings adapted to the realities of job market• the pedagogic training of the teachers and the French didacticequipment.• The Ministry of Education concentrates its interventions on thedevelopment of partnerships with the firms which signed aconvention or an agreement fits. The shutterThe implement: a tripartite partnership :The classical implement rests on a tripartite partnership (undertakenFrench ministry of education foreign instructive partner) on concept giving giving / winning-winning .F.Nacer/Inspector primary school/France 3
    • III – Challenge in the foreign language classroomusing ICT and CLIL- until 2005, pupils and student have to certificate theirs knowledgesabout computer science and information technology- in each, school, informatic spaces are set up- appariemment with europeans schools are organised- this year, the gouvernment developpes the numérical planNumerical plan at the School: preference in the training of the teachers innumerical for the second stageThrown in autumn, 2010, Plan for the development of manners ofnumerical allowed to choose the numerical plans of 13 academies duringits first stage in 2011. At the end of the year 2011 was made a secondappeal to plan at the end of which all academies enter this plan.This year for developping this policy, the educational ministere, for thisschool year 2012/2013, has created international sections (CLIL –contextand language integrated learning- in french EMILE (enseignement dematières par l’intégration d’une langue étrangère) : primary level : 88 international sections14 sections :German, american, arabic, english, chinese, danish, spanish, italian,japanese, dutch, norwegian, polish, portuguese and swedish. college level : 141 international sections14 sections :German, american, arabic, english, chinese, danish, spanish, italian,japanese, dutch, norwegian, polish, portuguese and swedish. high school/secondery school level : 139 internationalsections with a possibility to have an internationalbaccalaureat,15 sections :German, american, arabic, english, chinese, danish, spanish, italian,japanese, dutch, norwegian, polish, portuguese, russian and swedish.F.Nacer/Inspector primary school/France 4
    • F.Nacer/Inspector primary school/France 5
    • F.Nacer/Inspector primary school/France 5