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/

1. OUT LINE FOR THE ROUND TABLE
Language learning spaces : diversity and transversality
FRANCE
I - Innovative programmes for european
plurilinguism :
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 for
developping international projects in education.
 1987, Creation of the french european agency of education and
formation, in french EEFF (agence europe education formation
France, the objectif is to developpe european projects in education)
 1991, creation of university institut of teatcher, the students have to
learn foreign language and have degre for teaching it.
 1997, in each academy, reprsentative personn is designated for
developping european and international partnerships
 2001, France adopt the european referentiel language (CECRL,
cadre européen de reférence pour les langues) and is including in
each level of the educationnal système in the law of 2005.
F.Nacer/Inspector primary school/France 1

2. II – Strategies for inclusion and student
entrepreneurs ship :
Objectives:
• Ameliorate reciprocal knowledge between the worlds of education
and firm;
• Reinforce exchanges and links of partnership already existing in
region and in academies and provoke new initiatives;
• Institute a dialogue between the teachers and the representatives
for firms on long term, in a spirit of opening and in reciprocity.
For firms:
• Broadcast the mind of firm by establishing lasting links between firms
and schools
• Make discover to the pupils the life of the firm and them show his
numerous facets. Give them a more clear vision of opportunities in firm
• Sensitize at the same time in the economic dimension of the firm (its
products, its customers, its process, his development) and in the human
dimension (the firm as a living organism composed of men in
competences and very various course).
For the pupils:
• Develop taste to undertake and become aware of positive stocks of the
firm, place of creation of treasures and personal growth;
• motivate Them and augment their wish to teach, to make easier their
incorporation in woking life;
• allow Them to inquire better and to turn by having a more clear vision of
stakes and functioning of a firm.
F.Nacer/Inspector primary school/France 2

3. The training of the pupils and the foreign wage earners: an
essential stake :
The development of the exportation of technological and professional
trainings is strategical for the international radiance of France, on
scientific 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 a
course of success
• the incorporation of these trainings in the scholastic and university
system
• narrow links between firms and state education which allow to set
up trainings adapted to the realities of job market
• the pedagogic training of the teachers and the French didactic
equipment.
• The Ministry of Education concentrates its interventions on the
development of partnerships with the firms which signed a
convention or an agreement fits. The shutter
The implement: a tripartite partnership :
The classical implement rests on a tripartite partnership (undertaken
French ministry of education foreign instructive partner) on concept '
giving giving / winning-winning '.
F.Nacer/Inspector primary school/France 3

4. III – Challenge in the foreign language classroom
using ICT and CLIL
- until 2005, pupils and student have to certificate theirs knowledges
about 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 plan
Numerical plan at the School: preference in the training of the teachers in
numerical for the second stage
Thrown in autumn, 2010, Plan for the development of manners of
numerical allowed to choose the numerical plans of 13 academies during
its first stage in 2011. At the end of the year 2011 was made a second
appeal to plan at the end of which all academies enter this plan.
This year for developping this policy, the educational ministere, for this
school year 2012/2013, has created international sections (CLIL –context
and language integrated learning- in french EMILE (enseignement de
matières par l’intégration d’une langue étrangère) :
 primary level : 88 international sections
14 sections :
German, american, arabic, english, chinese, danish, spanish, italian,
japanese, dutch, norwegian, polish, portuguese and swedish.
 college level : 141 international sections
14 sections :
German, american, arabic, english, chinese, danish, spanish, italian,
japanese, dutch, norwegian, polish, portuguese and swedish.
 high school/secondery school level : 139 international
sections with a possibility to have an international
baccalaureat,
15 sections :
German, american, arabic, english, chinese, danish, spanish, italian,
japanese, dutch, norwegian, polish, portuguese, russian and swedish.
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