1. Providing real opportunities for
communication in a foreign
language class
Amelia Sevilla-Martin and Odile De Troy
Tell me and I will forget, show me and I will understand, involve me and I
will remember
(Confucius)
2. ● in our multilingual society, importance of cross-cultural
communication for mutual understanding.
● real life activities.
● creative technological tools.
● opportunities for students’ engagement, and collaboration.
3. We need to educate the ‘net generation’
differently not so much because ‘they’ are
different, but because the world is different.
Dr. ERIC BRUNSELL
College of Education and Human Services
University of Wisconsin
4.
5. Flattening the classroom
The aim of global collaboration in education is to improve learning, break down classroom walls, and
develop authentic audiences. A global collaborative classroom is able to connect, collaborate, and
create product or artifacts with other classrooms anywhere in the world. Furthermore, the use of Web
2.0 has given us a whole new focus and meaning for global collaboration by providing collaborative
tools that connect and support asynchronous and synchronous work.
Julie Lindsey, Vicky Davies
Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time
(Pearson Resources for 21st Century Learning)
6. Useful resources for teachers
To participate in global collaborative projects:
. Mystery Skype https://education.skype.com/mysteryskype
. Flat Classroom Project http://www.flatclassroomproject.org/
. Twictee @twicteeofficiel
To find partner schools:
. Prof-inet: http://www.prof-inet.com/autres-ressources/jumelage-deleves/
. Cartables (French): http://www.cartables.net/corres/
. Skolinks (French): http://www.skolinks.com
. Students of the world: http://www.studentsoftheworld.info/forums/forum_fr.php?Table=forumprofs
7. Why is it important to develop oral
communication skills?
8. Promoting verbal interactions in class
. Spoken language naturally comes before written
language.
. Oral language has an important role in the
development of literacy skills (Scarborough 1998).
. It is extremely difficult to read a language that
still is incomprehensible to the ear.
10. How? Comment ? ¿Cómo?
● Successful language learning is to a very great extent a matter of
understanding and remembering collocational tendencies and
prefabricated multi-word expressions (i.e. memorised phrases) (e.g.
Nattinger and DeCarrico 1992; Pawley and Syder 1983; Schmitt 2004).
● The principal rationale ---> that increases language fluency, especially in
unplanned, spontaneous interaction where deployment of rule-like
knowledge of syntax and morphology proceeds too slowly (Pawley and
Syder 1976 ; Skehan 1998).
● “enabling devices” (Moon 1997).
11. Informé
Alors…
Ca veut dire…
Comment dit-on… en français ?
Je ne comprends pas trop…
J’ai des doutes…
Comment est-ce qu’on fait pour… ?
C’est mon tour ! C’est à moi !
Audacieux
Est-ce que je peux…
…aller aux toilettes ?
…boire de l’eau ?
…allumer/ éteindre les lumières ?
…lire ma réponse ?
Tu te moques de moi ?
J’en ai marre de…
Ne triche pas !
Tu me gonfles !
Altruiste
S’il te/ vous plaît Merci / De rien
Excusez-moi Pardon
Est-ce que tu peux…
…me passer un stylo ?
… partager la fiche avec moi ?
Bonne chance !
Bon courage !
Tant mieux !
Réfléchi
Aujourdh’hui nous avons…
… appris
… essayé de
… écrit
… parlé de
C’était… surtout quand…
J’ai réussi à …
Je voudrais savoir…
Je dois réviser/ étudier…
Chercheur
Où ?
Pourquoi ?
Comment ?
Qui ?
Quand ?
Lequel(le) ?
Communicatif
Qu’est-ce que…
… tu fais ?
… tu écoutes ?
… tu écris ?
Tout va bien / Ca roule !
Quelle horreur ! Oh mon Dieu !
J’ai gagné !/ j’ai perdu !
C’est vraiment génial ! C’est top/ cool !
Adapted from
Paula Wingate’s chart
13. What else can we do to promote vocabulary
build-up ?
● Language acquisition is a cognitive processing that concerns memory.
● Dual coding theory and levels-of processing theory.
● In dual coding theory (Clark and Paivio 1991; Paivio 1971, 1986) it is held that association
(through figurative thought) of verbal information with a mental image facilitates recall.
● According to the levels of processing theory, the deeper the level at which information is
mentally processed, the more likely the information is to be committed to long term memory (e.
g. Cermak and Craik 1979; Cohen, Eysenck, and LeVoi 1986).
● VISIBLE THINKING ROUTINES
15. C S I
Couleur Symbole Image
J’ai choisi la couleur
vert parce que
cette couleur
représente les
choses qui sont
sûres et j’aime
prévoir les choses.
J’ai choisi les feux
de circulation parce
que j’aime voyager
en voiture et les
voiture utilisent les
feux de circulation.
J’ai choisi l’image de la mer parce que
j’aime voyager à la mer et jouer avec
l’eau.
Les Voyages et Moi !
16. A typical task to develop/ assess students’
fluency:
How to describe a picture ?
