www.immersion.uottawa.ca. agenda an introduction the context a pedagogical approach the program...
TRANSCRIPT
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www.immersion.uOttawa.ca
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Agenda
•An introduction•The context•A pedagogical approach•The program developed •Some results
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Schools: a counterbalanced approach• Formal (grammar) vs Informal (cultural, social)• Accent mis sur l’approche communicative
• Le français appliqué (les 6 thémes AP)
In College: the Classic Approach• Grammar, litterature in a ‘vacuum’• Separating language from content
Useful vs interesting• Focus on form does not motivate students• Lit courses do not help improve
La prémisse
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10,000 hours to master something
Student exchanges to ‘immerse’ oneself in the language and develop ‘real’ skills
These ‘real’ interactions serve as a powerful catalyst despite the challenges and risks.
Many not willing to give it a try… especially at the college level
La prémisse
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Courses
Challenges of content courses taught in L2
surrounded by L1 speakers+ no friends, social network+ speed, vocabulary and idioms + student’s partial comprehension
= intimidation and anxiety
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The Virtuous Circle Séror & Weinberg, 2013
A pattern where students are forced at first, but then ultimately gradually choose to go further in their engagement with French and the French community.
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Le cercle vertueux Séror & Weinberg,
2013
• Affective factors are at work. Feelings of risk and discomfort must be managed for the cycle to begin
• Students confirm that initial interactions in L2 or with native speakers are far from comfortable• The challenge of learning to feel "at
ease" developing relationships with L1 speakers in the absence of prior experiences and contact.
• SUPPORT IS KEY TO ALLOWING THE VIRTUOUS CIRCLE TO BEGIN!!!!
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Le cercle vertueux Séror et Weinberg,
2013
An approach for intermediate and advanced students
L’Université d’Ottawa propose un modèle unique
Comprenons notre contexte…
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Alexandra Olivares• Américaine, francophile• Diplômée de l’Université
d’Ottawa
Son cheminement en français
Son choix d’école
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Régime d'immersion en français / French Immersion Studies
Ottawa at the Intersection of Multiple Borders – provinces, languages, cultures
QUÉBECQUÉBECONTARIOONTARIO
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Some context
University of Ottawa1848 – Education in BOTH languages:
a.m. in French, p.m. in English.
1874 – education in either language
1974 – legal mandate to further bilingualism“Bilingualism in its administration, faculties, programs,
services, and student population.”
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Un environnement bilingue
Aujourd’hui, 40 000 étudiants
28 000 anglo12 000 franco
4 000 ‘francophiles’ : anglophones qui étudient en français
Largest bilingual university in North America
Largest French-bilingual university in the world
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Un environnement bilingue
80% des cours et programmes offerts dans les 2 langues
Depuis 20 ans, un grand nombre d’étudiants anglophones bilingues sur le campus
Mais peu s’inscrivaient à des cours de discipline en français
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Les craintes
““I’d like to but…I’d like to but…
“What if I don’t understand well enough?”
“I’m afraid it will affect my average.”
“Is it a lot of extra work?”
“Is it worth the risk?”
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• A bilingual environment• A stream created for anglophone
students• Incentives, resources and support
• Gradual transition les études en français • Au moins 1/3 des cours réussis en
françaisObjective: Become professionally bilingual
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ArtsArts visuelsCommunicationDidactique des langues secondesÉthique et sociétéÉtudes anciennesÉtudes autochtonesÉtudes canadiennesÉtudes de l'environnementÉtudes médiévalesGéographieGéomatique et analyse spatialeHistoireHistoire et théorie de l'artMusique (B.A.)PhilosophieSciences des religionsThéâtre
ManagementComptabilité FinanceGestion des ressources humainesGestion internationaleMarketingSciences commerciales (sans option)Sciences commerciales
(entrepreneuriat)
Social SciencesAdministration publiqueAnthropologieCriminologieDéveloppement international et
mondialisationÉtudes des femmesÉtudes internationales et langues
modernesPsychologie (B.A. ou B.Sc.)Science économiqueScience politiqueService socialSociologie
Health sciencesSciences de l’activité physique (B.A.
ou B.Sc.)Sciences de la santéSciences infirmières
Joint programs Géographie et socio.Admin publique et science pol Géographie et environnementAnthropologie et sociologie Histoire et science politiqueCommunication et philosophie Philosophie et science politique Communication et science pol Science écono et science politiqueCommunication et sociologie Science pol et études des femmesCrimino et études des femmes Sociologie et études des femmes
Programs
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Incentives
What we offer them:
BursariesSpecial grades in FrenchHelp centres, mentorsA special mention on their diploma
Academic and linguistic support
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Required language profile
Comprehension levels
High intermediate: “understands moderate difficulty texts; may experience difficulty with abstract topics.” (DELF B1, B1+)
40%
Advanced: “understands difficult texts; though may misunderstand some details and nuances.”
(DELF B1+, B2) 55%
Mid-Advanced: “fully understands texts on complex topics and abstract information, even on unfamiliar topics.” (DELF B2+)
5%
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Required language profile
Speaking
Writing
1 – with difficulty 15.4% 32.9%
2 – some imprecision 37.1% 35%
3 – minor imprecision 36.2% 22.8%
4 - with ease and precision 11.3% 9.3%
Productive skills levels
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Challenges for students
• Transition from high school to university.• L2 students are minority in class with L1
students for the first time in their life.• Content course is geared to francophones. • Major readings in L2.• Adaptation to lecture styles and class (speed, accent, group size.)• Cultural references are lost
on them
Bilingualism this way…
Bilingualism this way…
J’espère que ça va marcher
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Vocabulaire
Chômage
Antécédent
Hétéroclite
Hégémonie
Se mettre sur son 31
À cheval sur les principes
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Les concepts
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L’angoisse
What do students think?
Adrie
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La solution
Notre ‘potion magique’
Soutien linguistique adapté au contenu disciplinaire pendant 2 ans
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Encadrement linguistique
• 1982-95 – initial experiements• 2005 – large-scale offering
• Sheltered/adjunct courses • Comprehensible input. “Language acquired
incidentally through extensive exposure to comprehensive second language input.” (Krashen)
• Instructional Scaffolding (Vygostky, Lyster)• Courses in management, economics, liberal arts,
social sciences, health sciences, biology
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Adjunct Model
Disciplinary Course Study alongside L1 students. L2 students use the same textbook and take the same exam.
Content course
Adjunct
Adjunct Language CourseReserved for L2 students. Based on the discipline course. Reviews disciplinary content, lectures, readings and specialized vocabulary.
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Cours d’encadrement
Cours disciplinaire3 h/semaine
Cours d’encadrement 1.5 h / semaine
Étudiants francophones
Étudiants d’immersion
Professeur de français
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Adjunct Course Characteristics
Adjunct courses at three levels• Level 1 – focus on receptive skills• Level 2 – focus on productive skills• Level 3 – advanced speaking and writing
•Level 1 and 2 classes: 90 minutes/week. Students all attend the same content course. Language teacher also attends.•Level 3 classes are 3 hours per week. Students are from different content courses. Language teacher does not attend content courses.
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Cours d’encadrement
Les activités ont une double finalité: développer du matériel sur mesure pour - développer la compétence linguistique - transférer des connaissances langagières et disciplinaires
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Challenges for Teachers
• Adjunct course is different from traditional approach
• No previous training in content but must use and understand content course material.
• Evaluating knowledge of language through content, but not evaluating content.
• Collaboration with the content professor, or lack thereof.
• In high school, finding courses that French students share
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Objectifs Niveau 1
Compréhension écrite•reconnaître l’organisation générale d’un texte (le schéma);•extraire l’idée principale d’un texte;•anticiper le sujet;•reconnaître et décoder le vocabulaire savant (champs sémantiques - sujet du texte) •reconnaître et décoder des mots liens;•identifier les antécédents de certains éléments grammaticaux (pronoms relatifs, pronoms objets);
Compréhension de l’oral•comprendre les cours magistraux de la discipline; •reconnaître l’organisation générale d’un texte oral;•extraire les idées principales et secondaires d’un texte oral;•repérer le vocabulaire savant; •reconnaître les marqueurs de cohésion caractéristiques de la langue parlée; •reconnaître et décoder des mots liens;
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Objectifs Niveau 2
Expression orale•S’exprimer avec une certaine aisance sur le sujet de la discipline;•Exprimer les idées principales et secondaires d’un texte oral;•Intervenir à la suite d’une présentation et participer à des discussions;•Réutiliser le vocabulaire spécialisé de la discipline;•Commenter des graphiques, des figures, des cartes, des tableaux;•Contrôler le ton, le volume et l’intonation de la voix pour communiquer de façon expressive.
Expression écrite•Appliquer les étapes de rédaction d’un texte (planification, rédaction, révision);•Structurer un texte (faire le plan);•Rédiger un paragraphe résumant l’idée principale et/ ou les idées secondaires d’un texte ;•Réutiliser le vocabulaire spécialisé de la discipline;•Utiliser les marqueurs de relation pour produire des phrases complexes;•Réviser sa production écrite à l’aide d’une variété d’outils, y compris électroniques.
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Reading
Note Taking & Outline
Summary
Presentation
Four Language Tasks based on one Content Reading
Des exemples
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Where to Begin? Reading
Reading in depth
Pre-reading
Reading Post-reading
Notes
Outline
Guided by some comprehension
questions
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Pre-reading
• Skimming - titles, subtitles, graphs, key concepts (bold/italics/CAPS), stats, tables & photos
• Speed reading of the 1st paragraph – introduction or abstract (thesis statement)
• Speed reading of last paragraph (synthesis of reading)
• Answer general questions about the content
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Reading
Focus on :
•What’s the main content? Ideas/concepts/arguments
•What’s going on exactly ? In each section/chapter?
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Post-reading
• Answer the same questions that were asked in pre-reading
Taking notes Underlining & Regrouping main ideas of
sections Making links.
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Post-reading: notes
C. Lamontagne “La prise de notes en classe par l’étudiant et son profil d’apprentissage” . Consulté le 16 septembre 2011 : http://www.irpa.qc.ca/prisnote.htm
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NECTFL\2581 boire et déboires.docx
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Évaluation mi-session
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Compréhension de l’oral
• Taking notes in classroom lecture• Thematic organisation
• Workshops on taking notes in L2
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Régime d'immersion en français / French Immersion Studies
Exemples d’activités au premier niveau
FLS 2581 -- Compréhension oraleCours d’immersion: Histoire de l’Europe
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Interventions planifiées
Collaboration entre professeur de discipline et professeur de langue
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aix1.uottawa.ca/~weinberg/europe/
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Faire une synthèse
Je participe à un colloque
ContexteLors d’un colloque national en géographie, vous devez faire une présentation sur le concept de ‘frontière’ dans le contexte canadien. Les organisateurs vous demandent de résumer le contenu de votre présentation afin de rédiger le programme du colloque. ConsigneInspirez-vous des modèles proposés et des notes du cours GEG2509.Rédigez un plan d’écriture afin de cerner l’ESSENTIEL de l’information. Rédigez à partir de ce plan un court texte (compte rendu) de 250 mots.Utilisez Antidote pour réviser votre texte. ***Vous devez me remettre le plan et le compte rendu.
Activité de production
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La suite complèteLa suite complète
PSY1502Introduction à la psychologie appliquée
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Lecture Vocabulaire
« Les personnes ayant des symptômes négatifs répondent mieux aux neuroleptiques que les gens qui souffrent de symptômes positifs. »
1. Quel est le sens du mot répondent dans ce contexte? 2. Qu’est-ce qu’un symptôme positif?
Compréhension 1. De quelles façons les neuroleptiques agissent-ils sur le corps?
Premier niveau
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L’écoute
Compréhension
Écoutez un extrait enregistré du cours magistral PSY 1501.1. Quel est l’objectif de l’approche psychothérapeutique?
Premier niveau
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ÉcritureComment est-il possible de prévenir les troubles
psychologiques? Résumez les propos de l’auteur à ce sujet (maximum de 250 mots)
Expression orale Présentation de : 10 minutes
Présente une thérapie décrite au chapitre 17. Décrire la thérapie, le type d’intervention et les troubles qui
sont ciblés.
Deuxième niveau
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Quelques résultats
– Attaquer les défis et difficultés– Révision du contenu– Examen de notions de français– L’expérience étudiante
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Students’ Results
HIS-2736 - Fall 2009 Average final mark for all students: 68.8% Average final mark for all immersion students: 72.4%
HIS 2736 - Fall 2010: Average final mark for all students: 72.5% Average final mark for all immersion students: 72.0%
HIS-1520 - Fall 2012 (Average grade for Homework #1, Midterm)All history students: 12.4 14.5 Immersion students Level 1: 14.0 15.7Immersion students Level 2: 14.7 20.0
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Mesures incitatives
En plus des cours d’encadrement•Rédaction en français ou en anglais
• Réduit le stress• …mais peut nuire au développement de
l’habileté
•Notes qualitatives “Satisfaisant / Non satisfaisant”
• N’affecte pas la moyenne ni les bourses• Encourage les étudiants à ‘prendre une
chance’
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Incentives
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Support, personal pathway
Every student’s path is different
Student mentorsWriting Help CenterConversation groupsL2 student resource centreFrancophone residenceImmersion Club
So many other students doing the same thing…Une vie sociale authentique en français
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Quelques observations
Les plus vieux jettent un regard vers l’arrière
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• I wanted to be in a setting where I could actually USE French.
• I wanted to continue learning IN French, but not necessarily about the French language, so learning my content courses in French was the perfect fit.
• I feel uncomfortable using my French, thinking my English accent is really noticeable.
The students speak (verbatim)
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• The qualitative grades allowed me to take very challenging courses during my 2nd year and concentrate on my learning rather than managing my GPA.
• The biggest challenge is having to do oral presentations in classes with francophone students
The students speak (verbatim)
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Conclusions
Excellence c. confianceNe pas avoir peur de faire des
erreurs
Life-long learningOn n’a jamais fini de s’améliorer
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Des stats
Annual GPA