how to encourage students to use l2 outside the classroom? odile rollin, october 30, 2010 university...
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How to encourage students to use L2
outside the classroom?
Odile Rollin, October 30, 2010University of Calgary
Department of French, Italian and Spanish
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2 projects
High SchoolUniversity
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Challenges in French Classes
• Number of students per class• Motivation & engagement of students• Resources available• Time to cover curriculum• Time for practice and provide feedback• Classroom : “artificial place”
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Community Resources
BookstoreRestaurants
Local newspaper
“Le Chinook”
Choir
Church
Radio
Television
Alliance FrançaiseACFA
Festivals
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Cafés
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Time
ApprehensionLocation
Motivation
Students’
response…
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Pilot Project
University Passport
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“Passeport d’activités”
- With the support of the French Centre
- Since September 2009
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University
Passport
MotivationApprehensionLocationTime
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What is the French Centre?• Drop-in Centre (Craigie Hall C 301)• French Monitors• Magazines, newspapers, dictionaries, films, newsletter,
music, TV, radio...• FLIP + French courses• Trip to Quebec• Scolarships• Repsit• Various activities from Sept till April: Café – croissant,
immersion weekends, games, presentations, movies… mostly conversations and individual help
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• University of Calgary:
– FRENCH 209 (200 students/year)
– FRENCH 211 (130 students/year)
– FRENCH 213 (200 students/year)
3 courses with a final oral exam
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1. Reading
• Students choose and prepare one paragraph from any text.
• Students meet with a monitor and read aloud.
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2. Editing
• When an assignment is graded and errors identified by the French Instructor, students make the necessary changes at home.
• Then, they meet with a monitor to go over the changes they made.
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3. Communication
• Students choose 2 to 4 questions in a list of questions provided by the Instructor.
• Students prepare the answers at home.• Students meet with a monitor to present their
answers.
FRENCH 209 :- Introduce your family- What do you study at the U of Calgary and what courses are you taking ?
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4. Writing
Students prepare their assignment at home and meet with a monitor to read their work aloud.
FRENCH 211 Events of their
weekend
FRENCH 209“Acrostiche” based on
their name
FRENCH 21310 sentences using the
subjunctive around a topic
Example of acrostic for FRENCH 209:C courageuseO optimiste U universitéR réservéeT timideN nationalité canadienneE éléganteY yeux bleus
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5. Oral Presentation
• Students prepare an oral presentation for the Lab Instructor.
• Students practice their presentation in front of a monitor.
FR 209You meet a student from University Laval . Prepare a dialogue including greetings, questions on university courses and family members.
FR 213Prepare a presentation on a trip you went on.
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How to use the Passport?
• Pick-up the passport at the French Centre• Sign up the sign up sheet for each activity• One activity per week • 11 weeks to finish 5 activities• 2% per activity• Activities done in any order• Hand in passport to Instructor one week
before the end of classes17
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Date
EVALUATION
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Feedback from Beginner Students• “The passport was an overall good experience. To
be honest, it was very scary going to the French Centre as a beginner, but it only encouraged me to speak French. It was intimidating trying to talk to someone much more fluent in the language, but all of the monitors were helpful whenever I struggled. My favorite activity was the acrostic! All the different descriptive words available made it interesting, but also challenging to find the right ones! ”
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• “It was somewhat intimidating to go to the French Center as a beginner. It was not 'fun' per se, but I suppose it was helpful.”
• “Some activities were more fun that others. For example, the “acrostiche” was fun, but the oral presentation with my partner was difficult to schedule”.
Feedback from Beginner Students (2)
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• “I very much enjoyed going to the French Centre. I think it was a great way to get the students to practise their oral skills. I ended up spending quite a lot of time there.”
Feedback from Intermediate Students
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• “I enjoyed the “Passeport d'activités”. It forces students to go to the French Centre and practice speaking. I think it was very worthwhile as after I had been to the French centre a few times, I felt comfortable to go back often. ”
• “The “Passeport d’activités” gave me a specific purpose to go to the French Centre. Before, I was not sure what to do there.”
Feedback from Intermediate Students
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• “Overall I thought that the “Passeport d’activités” was useful and encouraged us to practice speaking French outside of the classroom. I don't think I would have visited the French Center if the activity hadn't required us to do so. After having been to the FC, I visited the center more (especially in preparation for the final exam).”
• “I enjoyed the "Passeport d’activités", I found the monitors very relaxed and extremely helpful. The activities were enough work to learn something but they were not too much to be difficult to finish in a reasonable amount of time.”
Feedback from Intermediate Students
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Feedback from monitors
• Passport built ties and friendship between students and monitors
• Students participated more in activities offered by the French Centre (Immersion weekends...)
• Monitors gained knowledge of curriculum taught in each course
• Monitors developed strategies to help students in specific areas
• Attendance in the French Centre was higher
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• Shorter activities (200 students x 5 activities= 1000 visitors for 6 monitors)
• Immersion weekend counts for 2 activities (Communication and Oral presentation)
• Activity date stamped• No make-up activities for lost passports or late
students• No drop-in, sign-up sheet only
Feedback from monitors
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Feedback from the Instructors
• Excellent preparation for the final oral exam• Regular contacts with native speakers improve
comprehension• Individualized support from specialists• Confidence building in L2• Easy to mark (0%, 1% or 2% : total = 10%) • Use of target language outside the classroom
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Feedback from the French Centre
• The French Centre is now known from most students enrolled in French courses
• Recurring visitors to the French Centre (6 visits)
• Higher attendance in the French Centre• Affordable document (7 cents / passport)• Hiring of 2 extra monitors
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Any questions?
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“Passeport francophile”
Designed and put in place by Nathalie Dunn at William Aberhart High School (Calgary Board of Education) in 2007.
- 16 pages- Attractive- 9 categories- 8 stamps/page
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« Passeport francophile »
• Rationale:• - to integrate culture in
L2 learning• - to encourage the use
of L2 in class and outside the classroom
• - to put students in authentic L2 situations
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Motivation ?
- Oral participation mark
- Citizenship Award
- Prizes at the end of the year
- Scholarship (Trip to Quebec)
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How does the “Passeport francophile” work ?
- One passport per student per year
- Stamped and dated by all immersion teachers
- Completed pages entered for the draw
-Passports handed in for oral participation mark
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Categories included in “Passeport francophile”
- In class use of L2
- Films, book club, and guest speakers
- Trips, exchanges, and special events
- Participation in “Immersion in Action”
- Music and community events attendance
Each activity is stamped and dated
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Feedback on the “Passeport francophile”
- Good motivator for most students
- Difficult to complete some pages
- Easy to use for teachers
- Costly document
- Sponsors to contact
-Support from the school / staff
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Any questions?
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Repsit
• Web site designed for teachers and students of French
• Started in 1997• Designed by 2 French
instructors• 4000 sites
• 10 categories– Civilization– Dictionaries– Exercises (on-line)– Newspapers and Medias– Libraries and Bookstores– Literature– Youth literature– Music– Pedagogy
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Caracteristics of Repsit
Excellent quality of sitesExcellent quality of language
Regular updates
Wide variety of sites
Stable site since 1997
No advertisement
Instructors’ emails
User friendly
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Dictionaries (75)
Definitions
TranslationSynonyms
Thematic (Music, Food, Stainglass …)
Illustrated Vocabulary
Other (Etymology, Quotes, Proverbs, Acronyms…)
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Exercises
Interactive
Selfcorrecting 1200 exercises
3 sections
Grammar VocabularyComprehension, Culture, Phonetics
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Statistics
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Statistics
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Statistics
• 84,000 visits per year• Visitors from 170 countries• Proper connection over the year : 96%• Direct traffic: 22%• Referring sites: 52%• Search engines: 24%
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Odile’s Bookmarks
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1. To teach French http://www.ucalgary.ca/repsit/
2. To listen to the French news http://jt.france2.fr/20h/
3. To translate a word http://wordreference.com/
4. To prepare self-correcting exercises http://hotpot.uvic.ca/
5. To read the French newspaper from Calgary http://www.lechinook.com/
6. To send students to a great programme in Frenchhttp://www.francophoniedesameriques.com/forum2010
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Any questions?
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