Teaching French as a foreign language in primary school: didactic and pedagogical approaches
| Title | Διδακτικές και παιδαγωγικές προσεγγίσεις της ξένης γλώσσας στην παιδική ηλικία / Teaching French as a foreign language in primary school: didactic and pedagogical approaches |
| Code | Ε123 |
| Faculty | Philosophy |
| School | French Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600018640 |
Programme of Study: PPS Tmīmatos Gallikīs Glṓssas kai Filologías (2020-)
Registered students: 12
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Mandatory Elective Courses | Winter/Spring | - | 6 |
| Academic Year | 2024 – 2025 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600269064
|
Course Type 2021
Specialization / Direction
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600269064
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- French (Instruction, Examination)
Learning Outcomes
The objective of the course is to make students able to:
• Understand, interpret and analyze appropriate didactic and pedagogical approaches for this audience;
• Select, adopt and apply didactic and pedagogical approaches in accordance with the needs and interests of the public in order to motivate young learners to learn the language;
• Develop the ability to think critically about the effectiveness and relevance of practices, taking into account the characteristics of this audience.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The objective of this course is to acquire knowledge and develop skills according to the objectives to be achieved and the interests of learners, given the public concerned.
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Interactive excersises
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Description
In this course, the use of ICT enhances the teaching process through interactive tools that allow students to develop and apply language skills in an innovative way. Digital platforms and educational software support the creation of playful activities and the application of multimodal texts, enhancing learning through technology. Additionally, students use ICT to develop, present, and evaluate their teaching scenarios, strengthening their collaborative and creative skills.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.6 | ✓ | ✓ | |
| Reading Assigment | 36 | 1.4 | ✓ | ✓ | ✓ |
| Written assigments | 75 | 3 | ✓ | ✓ | |
| Total | 150 | 6 |
Student Assessment
Description
The course includes continuous assessment. Students' performance is evaluated through written and/or oral assignments throughout the semester. Additionally, active participation and collaborative skills are assessed. Particular emphasis is placed on the quality of the final assignment and its presentation. As part of the course, students submit a portfolio of their work, which reflects their progress and overall performance.
Student Assessment methods
- Written Assignment (Formative)
- Performance / Staging (Summative)
Bibliography
Additional bibliography for study
- BEACCO, J.-C. et LIEUTAUD, S., 2000, Les dimensions culturelles des enseignements de langue, Paris, Hachette.
- CONSEIL DE L’EUROPE, 2018, Cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer. Volume complémentaire avec des nouveaux descripteurs, www.coe.int/lang-cecr.
- CONSEIL DE L’EUROPE, 2001, Cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer, Paris, Didier.
- FEUNTEUN, A., 2015, Des enfants et des langues à l'école, Paris, Didier.
- JOUANNAUD, M.-P., PAYRE-FICOUT, C., 2013, « Favoriser l’autonomie en apprentissage des langues : l’exemple de deux dispositifs pour les futurs professeurs des écoles », Les Langues modernes, décembre 2013, n° 4, numéro spécial, p. 38-47.
- LAMBELET, A., MAURON, P.-Y., 2016, « Didactique de l’intercompréhension à l’école : quelques réflexions », Education et sociétés plurilingues, juin 2016, n° 40, p. 27-40.
- LECLERE, M., NARCY-COMBES, J.-P., 2014, Enseigner les langues aux enfants en contexte scolaire : diversité des approches ou outils d’enseignement, Paris, Riveneuve.
- SILVA, C., Le jeu en classe de langue, Paris, CLE International.
- TAGLIANTE, C., 2006, La classe de langue, Paris, CLE International.
- VANTHIER, H., 2009, L’enseignement aux enfants en classe de langue, Paris, CLE International.
Last Update
11-03-2025
