Apprendre et enseigner le français en France: Une aventure commune (French Edition)

The aim of each unit is to introduce the child to one particular sound. Some of the sounds to which children are introduced this first year at school are [i], [a], [m], [t]. Each unit contains two texts: I will focus on the first unit in this paper, as, in its structure and contents, it is representative of the other units in the textbook. This text is characterised by: The aim of this poem and the series of activities following it is to teach the children the sound [i] and the letter i. The textbook can be divided into three sections: A limited number of words is introduced to the child; for instance, boy, girl, man, woman, bottle, bag, cat, ball, pencil.

Similarly, a limited number of grammatical structures is introduced in the textbook: Unlike the French textbook, the English textbook does not present prose or poetry texts to the learner. Rather, it introduces learners to single words and then uses the scaffolding technique to introduce simple sentence structures in a very structured manner. The case study reveals that although the teacher uses the student textbook to teach French literacy, she constantly supplements her teaching with the syllabic method. In the interview, she said that she has a photocopy of the book, which she uses to introduce her own grandchildren to reading in French.

Unlike when she is teaching French, the teacher never breaks up words into syllables when teaching the children English. The reasons which the teacher gives for supplementing the teaching of French literacy with the more traditional syllabic literacy instruction method are that: Mauritius is thus a case of simultaneous biliteracy. The English textbook does not borrow from the principles of the whole language approach, where learners are introduced to texts in English, nor does it draw on the Phonics approach, where learners are taught the grapheme-sound relationship.

Word recognition is the main, albeit only, approach to literacy instruction. These different approaches appear to be warranted by the fact that each language has a different domain of use in the local context. However, what appears highly problematic in the comparative analysis of the French and English textbooks is the assumptions that underlie the textbooks. In favouring the presentation of a long, complex text in French, the French textbook assumes that learners have fairly well developed decoding skills.

Conversely, the English textbook assumes that learners have basic, if any, decoding skills at all. In teaching the letters of the alphabet to the learners in the first term of Standard 1, the English textbook assumes that Standard 1 learners do not recognise and cannot write individual letters then. A comparative reading of the two textbooks thus indicates that the textbook writers do not necessarily agree on the decoding skills that the learners have when they start Standard 1.

Furthermore, they do not acknowledge that decoding skills are transferable skills across languages that share similar writing systems. What also emerges as problematic in the comparative analysis of the textbooks is that they make different assumptions on the comprehension skills of the learners. While the French textbook assumes that the learners have certain comprehension skills in French, the English textbook assumes that the learner is not familiar with oral English.

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Although the local sociolinguistic context does support this assumption, the problem seems to be that the French textbook assumes that learners can understand fairly complex French and that they are used to the poetic style of such texts. The extent to which the average Mauritian learner can understand a text of the complexity of the one in Unit 1 needs to be tested empirically.

First of all, since there are different domains of use for English and French in Mauritius, it seems essential that the French and English textbooks be written 1 with the close collaboration between the English and French panels; 2 in close partnership with Standard 1 teachers; and 3 bearing the context in mind. It seems to me that the research on the transferability of decoding skills can be used for the benefit of Mauritian teachers and learners.

For instance, the relationship grapheme-phoneme for [m], [p], [t] are the same in English and French. Our analysis has indicated that Mauritius, with its specificities, does not favour convergence of approaches in literacy instruction, and that this lack of convergence is warranted by the distinctiveness of the sociolinguistic context. Thirdly, it is recommended that research be carried out on the oral proficiency that children have as they start primary school. Census data indicate that English is hardly used as a home language. The local context shows that English is hardly a social language and that Mauritian children are very little exposed to oral English in their everyday lives.

It thus appears warranted to teach English oracy and literacy simultaneously as is being done in the Standard 1 English textbook. Conversely, Mauritian children are exposed to French in the local environment, but there is no research as to the level of oral proficiency or the nature of that proficiency for the average Mauritian Standard 1 learner. It is thus hard to assess the extent to which the learners are comfortable with the level of difficulty of the texts which are in the French textbook.

Although it appears that some of the principles of the whole language approach can be used in the Mauritian context, an understanding of the oral French language proficiency of learners can illuminate textbook writers on the choice of the texts to be included in the future Standard 1 French textbooks.

For instance, more of the syllabic method can be used for French: Thinking and Learning about Print. Reading and Writing in context. Accessed 22 January Bilingual children in the crossfire Bilingual Education and Bilingualism, Early Childhood Research Quarterly, Life Learning, 9 7: Burkina Faso, 31 May- 3 June Accessed 18 December Printed by T-Printers Co. Printed by SCE Ltd. An evidence-based assessment of scientific research literature on reading and its implications for reading instruction.

Educational Practices Series — Unpublished material, Lusaka, Zambia. College Composition and Communication, The Sage Handbook of Qualitative Research, 3rd ed.

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What makes sense now, what might make sense soon. Available online on http: Accessed 18 January The Cycle of Low Literacy. From theory to practice. Monographies Innodata - 6. The use of personal narratives in adult L2 literacy instruction. The Reading Matrix, 2 1. Printing Specialists Pte Ltd. Past examination papers Mauritius paper.



Year by year June November VEI Enjeux, No Mauritius Printing Specialists Pte Ltd. Available to ship in days. Les obstacles culturels aux interventions sociales: Provide feedback about this page. There's a problem loading this menu right now. Get fast, free shipping with Amazon Prime. Get to Know Us. English Choose a language for shopping. Amazon Music Stream millions of songs. Amazon Advertising Find, attract, and engage customers. Amazon Drive Cloud storage from Amazon. Alexa Actionable Analytics for the Web. AmazonGlobal Ship Orders Internationally.

I 'd like to show you an interpretation of that joy of being in these marvelous landscapes. For an ongoing preview of new art work visit my web site. November 9, September 7, This long-term, single-gallery presentation will also include four important multimedia works by Matisse from our collection, and will run from November 9, to September 7, The death and destruction that occurred in the streets of Paris during the Commune of affected artists of the Manetgeneration who lived through it or even fought in it, as did Edouard Manet June 12—November 17, Robert Mondavi Family Gallery The death and destruction that occurred in the streets of Paris during the Commune of affected artists of the generation who lived through it or even fought in it, as did Edouard Manet This exhibition examines how printmakers, draftsmen, and photographers depicted the factors that led to this traumatic event as well as the conflict itself and the changes it brought to Paris.

Cantor Arts Center, Stanford University http: Gallery for Early European Art The 16 prints in this exhibition explore the different strategies artists employed to represent the deeds, miraculous visions, and martyrdoms of the Christian saints. The works also demonstrate how the depiction of saints varied, from images focused closely on the body to others that tell an engrossing story, as art and daily life became increasingly secular.

The works included in this installation range from a rough woodcut published in the late 15th century to the delicate and visually complex etchings characteristic of the 17th and 18th centuries. Through November 22, Structural imagery holds sway in her powerful abstract paintings of the Bay Bridge accompanied by drawings of sections of the Golden Gate Bridge and paintings of the Carquinez Bridge in this exhibit.

Méthode très facile pour apprendre le français

The realistic, yet abstract quality of these paintings attests to her past professional experience as a structural draftsperson and her artistic enthrallment with composition, light, and color. January October 12, Opening March 29, Showcasing approximately 70 Impressionist and Post-Impressionist landscapes, seascapes, still lifes, interiors and portraits. The Gallery will be hosting a opening reception that is open to the public to present his collection of magnificent paintings.

Jean-Marc will be in attendance and he has created special pastels for all who purchase paintings.

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Mishin Fine Arts a Sutter St. Why Not Make it Beautiful? Research indicates that all states received a set of posters, yet only three appear to have retained possession of their collection, and Nevada will be the only state to exhibit them. In the American people collected boxcars loaded with food, clothing and fuel to help the people of France who were struggling desperately to recover from World War II.

Gilles Verbunt

This "Friendship Train" stopped in Reno to collect the food gathered from all across the state of Nevada. In the French people collected a trainload of gifts for the Americans, filling 49 boxcars with tokens and treasures from the French provinces, one for each state and one to be shared between Hawaii and Washington D.

The existence of these trains, and a time when international friendship was on a citizen-to-citizen scale is nearly forgotten. Most Nevadans have little knowledge of this chapter in our history. The notes and the significance of the gifts represent the best of humanity; the kindness that humans can give and share in the face of great suffering, the deep connection possible across cultural and spatial boundaries.

Museum of the African Diaspora, Mission St. Found or random objects, textures, and imagery were central to Surrealism, as was the acceptance of dreams as worthy subject matter. Surrealism was as much a literary movement as an artistic one, and it involved an extraordinary number of the leading writers and poets of the day at one time or another.

Reconfigured 19th century European and American collections. Cantor Arts Center at Stanford University. Meyerovich Gallery, Post, SF. Outdoor exhibits on-going on Florence St. SF Museum of Modern Art. New art website of note fun to browse: Her art is figurative yet remains contemporary and spur of the moment.

Her paintings depict ordinary day-to-day life of people in snapshots, either in nature or life in a bustling city. The grand prizes offered to the US fashion students are internships in high profile fashion design houses as Castelbajac or Anne Valerie Hash or the school of the Chambre syndicale in Paris Tel http: Florence de Bretagne is a French painter and photographer. Her work is full of joy and very colorful. It has always something to do with new life: It seems that nature is new and beautiful like new-born babies.

She took abstract pictures of fruits and vegetables a very poetic book, "Semence", is still available , she made paintings on trees and imaginary plants, and many others. Expat Andrea Wedell, originally from the Bay Area and living in France for the past 24 years, would love for you to visit her painting: She works with texture and vibrant, bold color that is built up in multiple layers and glazed on.

You can see her work virtually on her website: The goal of this program is to give the children the opportunity to discover the richness of France through its history, while giving them a critical, objective and spatial look on contemporary events. We will address transverse themes in the students' knowledge acquired in the California curriculum that we could put in perspective to expose the children to another knowledge about France and Europe XVIII-XX centuries We want to deal with the great history characters, events, paintings, etc.

For more information, please visit our website: The application deadline for Spring is September 30th. For information on how to apply, see http: Learn grammar without even knowing it, with classes that present real media in relatable context at all levels of learning; Role Play — put on a role and use meaningful vocabulary and gain confidence! Explore French short stories and improve your writing and analytical skills;? October December 11, No book to purchase: SVP, register ahead of time to save a seat.

All levels are offered separately , 3 hours per day. Elementary Levels use one of our books from the series "Devour French. The material is different every time, so you can repeat the intensive as often as you'd like. Each level is offered either in the morning 9 to 12 , afternoon 1 to 4 or evening 6 to 9. Please sign up early and call us at French classes in SF or at your home - www. French classes from complete beginners to very advanced.

Small group classes or private lessons. Check our great rates on our web site: I can ask a question and receive not only answers, but explanations and the opportunity to explore further for a more precise understanding of the language. The response time to my questions can range from a few minutes to just hours. Get a quick answer when you ask for a language tip or a question arising as you are studying French. It is that easy! Please note that "My French 2 cents" is not a translation service. To subscribe, call us at You are a student, an adult, a French teacher…You have a project in French.

Sign up for an eLycee Summer program: Log in and learn with our experts A uniquely French environment with French native teachers. You can sign in from wherever you are to join teachers and colleagues online. Our summer program is all set and ready to go. Our schedule is posted online now, and will appear in the bulletin in June. We will be offering many wonderful classes.

As in years past, classes stand on their own in the summer, and students may choose three individual classes anywhere on our calendar. In other words, each date is an individual class. For them, we offer a 5-day summer camp August 5th to August 9th where students improve incrementally from day to day.

The first for students continuing with their French studies level 2 Both these camps will take place on the same week August 5th to August 9th. You may reserve a seat in those camps as soon as you are ready. We have a maximum of 10 students in our children's camps. For immediate information, please consult our webpage: French As You Like It offers private French lessons and cultural coaching in Paris for professionals, expats, tourists, students, and children.

We believe in giving the highest standard of customer service and our values are: Quality - Experienced French teachers who are fluent in English, are from Paris and have university degrees in teaching French as a second language. Innovation - Highly customized private French lessons that are proven to speed French speaking and written abilities during stays in Paris.

She wanted to use her experience of moving to the U.

Vocabulaire anglais-français à l'intention des apprenants avancés

We believe people learn faster and easier if they are engaging the language through topics and locations that interest them. Each of our students has a personalized program based on their needs and level. For a history buff, the teacher might review irregular verbs while discussing the French revolution. While we do use grammar books and give homework, our students have fun learning French because they are engaged by an activity or subject that interests them. Our fees range from 45 euros to 75 euros per hour depending on your requirement, situation and program and more information about us can be found on our website www.

Bay Language Academy learning is designed around a carefully designed curriculum. Children from preschool level and up are welcome. Parents are informed after each class of what was covered and what is expected from the young students for the next session. Classes will start again on January 7th. Classes for professionals are designed around the specialized language needs in the legal, medical or real estate fields. Our French language program is implemented within a cultural context, so by providing an in-depth, linguistic and cultural instruction, we create a unique blend of stimulating environment and dynamic learning experience.

We encourage students to be enriched by new cultures and to discover hidden opportunities. Students of all age preschool to retirees come to learn—or enhance existing skills.