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To
reach my objectives I use:
1. Technology: CD
ROMS, DVD, FILMS
2. Internet for
language and cross cultural studies and discovery.
3. Encourage
students to learn across the curriculum. For example a good command in
English can
help apprehend some aspects of French or Spanish languages.
*Because there are different
learning styles, in order to help students, it is necessary to use a
variety of pedagogical tools in the teaching process.
The first part of the following syllabus presents
the list of the French and Francophone Literatures courses I taught in
the Ivory Coast from
1991 to 1995; the second section presents the French courses I taught
at Kofi Annan
University in Republic of Guinea from 1996 to 2000. The
last section exposes the syllabus of French courses I taught at Nicholls State
University, Thibodaux
[Louisiana]
during the spring term 2004.
The teaching methods I implement vary compared to
the target students. In French-speaking countries like the Ivory Coast and Guinea
where French is the official language, the study of French language
starts at an early age; consequently, once at the university students
has advanced level. In the U.S.A where French is a second language, the
teaching method is based on the techniques of the acquisition of a
second language. That is the reason why I base my teaching on the theory
of multiple intelligences of Howard Gardner in order to motivate
students regularly in their learning process.
I. Tools For Learning
Being
aware that the classroom is constituted of different learning styles like
stated by the concept of multiple intelligences, I always adapt the
learning tools to fit my students learning styles.
Like I said earlier, you
cannot address the entire learning style as defined by Gardner’s concept
in a unique classroom session. It is a long process in which the
teacher is going to acknowledge students need and learning styles in
order to match his pedagogical tools.
One
of the methods I implement in the French language classroom and the
Francophone literature classroom is the use of Thinking Maps.
What are the Thinking Maps and how
I use it in the French as Second Language Classroom?
The
Thinking Maps concept was developed by Dr.David Hyerle and the Innovative
Learning Group. It is defines as
follow:
“Thinking Maps are eight visual-verbal
learning tools, each based on a fundamental thinking process and use
together as a set of tools for showing relationships. Each Thinking
Maps has a basic visual starting point or graphic primitive’’ [1-8]
Thinking Maps can be used
to organize the learning process in any subject. It is the teacher role
to find the way to integrate the concept in his pedagogical techniques.
Following
the concept of multiple intelligences, I adapted the Thinking Maps to
address the visual and verbal intelligence of my students in the French
language learning process, and in the discovery of Francophone
literature [poetry, prose, theater] and Cinema. By the fact that it is
an excellent visual-verbal instrument for students and teachers to
constantly interact,
“Thinking Maps give all students and
teachers a common language for meaningful learning. The consistency and
flexibility of each Thinking Map promote student-centered and
cooperative learning, concept development, reflective thinking,
creativity, clarity of communication.”
I successfully
use Thinking Maps to address the visual-verbal intelligence in the
process to study French grammar, vocabulary, reading and writing, also
to analyze narrative fiction from Francophone literature and film.
·
The eight visual-verbal Thinking Maps
II. Inside the classroom: teaching
my syllabi
- French
Language [ Grammar, Vocabulary, Writing, Reading]
1.1 Teaching Grammar and vocabulary
To
present French grammar/vocabulary, I like to use a text as basis. It helps
students to apprehend the French grammar in context rather than
discovering grammar as a set of annoying rules. I guide them to
discover the grammar as a structure not elements separated from each
other. The excerpt from the French text book or from a French book from
the program is a good starting point to introduce French Grammar and
vocabulary. In the beginning of my lessons I list, on the left side of
the board, the grammatical and /or vocabulary points we study for the
present class session. That is my way to set up a clear and precise
objective from the start. By experience, I learned that a clear goal
and a clear timing of each lesson section help student to focus better.
When students do not know clearly where the lesson is going, they tend
to lose focus.
I
always teach the grammar step by step. I know by experience that each
text book has his own way to display grammar lessons, and sometimes it
can be intimidating, even discouraging for new language learners [elementary
and intermediate levels] to apprehend the text book material; that is
the reason for which, I bring, if necessary, extra material from my own
researches to help students understand a grammar/and or a vocabulary
points. That is a fundamental attitude I developed during years of
teaching, and it remains the basis of my teaching philosophy: as a
teacher, my duty is to search and adapt the material and the media to
the student’s need.
At
all levels [elementary, intermediate, advanced] I start with a
presentation of the International
Phonetic Alphabet. I consider that the best way to represent, with
the maximum of precision and less confusion, French language sounds in
a Foreign Language class. It is useful for any other Romance languages.
With the systematic use of the International
Phonetic Alphabet we agree, in some extent, on the pronunciation of
the French language in our case. Grammar/vocabulary lessons trough
texts excerpt is follow by classroom exercises. I prepare homework
exercises for students in close connection with the lesson we have
studied. Every French language class start with the warm in up grammar,
vocabulary, idiomatic expressions exercises. I expected students to
complete exercises; it is a requirement in my French classroom, and it
is a part of their evaluation.
1.2. Addressing students’
visual-verbal memory in grammar/vocabulary lessons
I
use graphic [like the Thinking maps], pictures, drawings to illustrate
grammatical points, and to materialize vocabulary elements. It is essential
to address student’s visual memory. Consequently, I use overhead
projector, computer interactive language program, comic books to help
students memorize.
Comic
books are one of my favorite’s pedagogical tools to interest students
to the language and to the culture, and to apprehend aspects of the
relationships between France,
Belgium
and Francophone Africa since the colonization. The Francophone world in
Africa and in Europe is rich of comic
book characters, topics which display the French language and the
Francophone Culture of each region from inside.
In
the narrative and dialogue of Francophone comic strip fiction books’ characters, the interaction
between grammar/vocabulary, historical and social facts makes them an
interesting teaching element. Through them students can experience
language as well as history. For example, the equivalent translates of
the Belgium
comic strip Les schtroumpf become in the U.SA. The smurfs. A cross analysis of this typical case
makes it possible to undertake, with students, practical study of
French grammatical/vocabulary structures.
- Francophone Literature and
Cultures
My objective in the Francophone
literature class is to give students some basic knowledge of French and
Francophone literature. Thus, my course is divided into two
complementary parts: French Literature and Francophone literature
outside the Hexagon.
2.1.
French Literature and Culture :
The
study and discovery of French begin with the history of French language
and Culture. I follow the timeline of the French history from the
Middle Age to the twentieth century. I explore, for each period, shorts
excerpts of literary works in poetry, prose and theater.
Simultaneously, I give an overview of French economic and political
evolution, the changes in the French language itself since the
beginnings. That perspective expose literary, political and social
trend which shaped France
during its evolution. I am open to discussion to give students the
opportunity to learn more about the French civilization and language.
2.2.
Francophone
Literature and Cultures
The
birth and growth of so called Francophone literature are in historical
interconnection with France
colonization projects. In fact, the French colonization imposed, inside
new conquered territories in Africa, in America,
in Indian Ocean and East Asia the
French language. The connection and conflict between the French
language and the local languages create a distinctive way to use French
in the literary works of writers and creators from these areas.
With
respect to Francophone Africa and Caribbean,
I study with my students some poetry, prose, theater and cinema works
of these regions. In addition to the literary works, I also insist on
the Francophone cinema, which is relatively new compare to the writing
works. The African cinema become a blend of new narrative discourse
which combined elements of African ways to use the ‘’word’’ inherited
from Oral tradition techniques and the Western writing tradition impose
by the colonization era.
I
like to implement projects with intermediate and advanced students,
when we are engaged into the study of a Francophone film, novel, poetry
or theater works.
First,
in the beginning of each semester, I divided my class into small groups
to avoid some students being left apart in the learning process.
Secondly, I provide the cultural, political, social and economical
sketch and background of a given works during my first introduction. It
can be either a film, a novel, poetry or a theater works. Each group is
in charge of an excerpt from a Francophone novel, poetry, theater or
film as a project to work on it for a classroom presentation. A common
planning gives the necessary time to students to meet in order to
analyze their project, and I am always available to provide any
academic help in order for them to understand the underlines context of
their topic. But, they have to do the researches themselves by
exploring Francophone resources I give them, or the ones they can
access trough the Internet by visiting Francophone web site. Also, I
provide the necessary language tools [vocabulary, grammar, some
idiomatic expressions] related to the subject.
Before
the presentation, I meet with them to check the final work, and I make
some suggestions if necessary. During the presentation, I become the
moderator, but I do not have to invade their presentation to avoid
unnecessary students’ frustration. I create a classroom atmosphere
where they feel free to perform in French. Every student is required to
ask, at least one question to the presenters. From time to time I
intervene to correct a pronunciation or to clarify grammatical/
vocabulary points for example; at the end, I summarize and make remarks
and corrections.
Depending
of the policy of the University, I use a camcorder to record students’
projects presentation. This multimedia tool remains a powerful
instrument which can help students to improve their speech. By
reviewing the recording with the whole class, I point and illustrate my
remarks; consequently, it helps the new groups in their presentation
preparation.
III. Overview
By
experience, I consider that using projects program to study of French
Language and Francophone Cultures insures that:
- Every student must participate in the learning
process through the small group setting of the classroom
activities.
- Students constantly speak French, since they
are in the center of the activity. They explain, answer questions,
defend they view about a topic they have spend days working on.
- Everybody interacts in the process: the rest
of the classroom is requires to ask
questions; both the presenters and the listeners are going to
received a grade for their active participation.
- Through their researches preceding the presentation,
students actively experience the French language and
Francophone Cultures because they are engaged themselves into
that multicultural learning process.
- By using a camcorder as a pedagogical tool
during a presentation, I address the visual-verbal memory of
students which can help, when reviewing the recording, to improve
their ability to speak
and to read of French
language.
- The preparation of the presentations itself
help students to improve the writing
of French language. The time I spend with them before the
presentation is to correct the writing aspect including the
grammar, vocabulary, conjugation.
- The project presentation as a whole included
various and complementary aspects of the learning of French
language and Francophone world: Grammar, Vocabulary, Speech [oral presentation]; group
activity [class discussions]; Writing; Multicultural discovery of
the Francophone world [France,
Africa, Asia, U.S.A.].
- Projects presentations expose students to a
broad range of works of Francophone literatures and cinema.
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