Faculty of Education The University of Western Ontario B.Ed. Course Outline - Western University
←
→
Transcription du contenu de la page
Si votre navigateur ne rend pas la page correctement, lisez s'il vous plaît le contenu de la page ci-dessous
Faculty of Education
The University of Western Ontario
B.Ed. Course Outline
The Common European Framework of Reference (CEFR) for Primary / Junior
EDUC 5464Q
Mondays, 4:30-6:30, Room #2049
Instructor: Jennifer Moodie
Formatrice du DELF
519- 661- 2111 ext. 88609, cell:
519-320-1406
Office # 1116D
Email: jmathe54@uwo.ca
Calendar Copy: An introduction to pedagogical approaches associated with the Common European
Framework of Reference for Languages/CEFR (Council of Europe, 2001), including the three-dimensional
character of its global proficiency scales (communicative activities, language quality, and strategies), and
its emphasis on continuously linking teaching and assessment. .25 credit
Description :
Ce cours est destiné aux futurs enseignants du français langue seconde et comporte les apprentissages
suivants :
Un Survol du Cadre européen commun de référence pour les Langues (CECR) et ses descripteurs
Comment utiliser le Cadre comme util dans l’enseignement du Français Langue Seconde En
Ontario (en planifications, retoraction et évaluation)
Les activités et les idées pratiques pour la salle de classe qui encourage la communication orale et
spontanée entre élèves selon leur niveau d’habilité
Comment créer les cycles d’apprentissage, les buts d’apprentissage et les critères d’évaluation qui
sont riches en tâches actionnelles.
Résultats d'apprentissage :
À la fin du cours, la future enseignante/le futur enseignant pourra :
Décrire les principes du CECR ;
Reconnaître les niveaux de compétence linguistique et déterminer son profil linguistique ;
Développer des plans de cours inspirés du CECR et liés aux programmes d'études du français
langue seconde (FLS) en Ontario ;
Utiliser des instruments d’évaluation basés sur le CECR ;
Réfléchir sur leur propre niveau de langue et planifier un plan personnel pour continuer leur
apprentissage professionnelContenu du Cours
Date Sujets Lecture Ressources
1 Le 16 oct On Commence Guide to reflective Power Point
avec l’oral practice – Module 1 En ligne
Changements du “La competence https://www.curriculum.org/fsl/wp-
Curriculum FSL orale” content/uploads/2015/12/FSL-Module1-
depuis 2013 Oral_Proficiency-FR_Feb.2015.pdf
- Emphase sur
l’oral http://www.curriculum.org/fsl/wp-
Introductions et content/uploads/2015/12/FSL-module-
Conversations 1.pdf
2 Le 23 oct Le CECR 1. Cadre européen Power Point
Les buts et les commun de En Ligne : http://www.coe.int/
principes du CECR, référence pour les t/dg4/linguistic/Source/
le CECR au Canada langues: Chapitre 1 Framework_fr.pdf
et le CECR en et 2
Ontario.
3 Le 30 Oct Les niveaux Eaquals Inventaire Power Point
communs de Commencer à la En ligne :
référence du CECR page 44 https://www.eaquals.org/wp-
Les différents content/uploads/
niveaux, Inventaire_ONLINE_full.pdf
l’identification des
profils linguistiques
des élèves et la
découverte de son
propre profil
linguistique.
4 Le 6 nov Milieu Positif Guide to Reflective Power Point
Comment créer un Practices – Module En ligne :
QUIZ sur les environnement 2 « Milieu https://www.curriculum.org/fsl/wp-
niveaux du positif ou les élèves d’’apprentissage content/uploads/2015/12/FSL-Module2-
CECR auront la confiance à positif » FR_PostiveLearningEnvironment_
prendre les risques Feb._2015.pdf
http://www.curriculum.org/fsl/wp-
content/uploads/2015/12/FSL-module-
1.pdf
5 Le 13 nov Présentations en Pas de lecture – On partage notre travail sur Google
Groupe Préparer vos
Tâches activités
communicatives pour
encourager les
interactions
spontanées entre
élèves
6 Le 8 jan L’approche actionelle Guide to Reflective Power Point
dans l’enseignement Practices – Module En Ligne:
des langues 3 http://www.curriculum.org/
Les concepts clés de Approche fsl/wp-content/uploads/2015/12/
l’approche actionelle et
actionnelle FSL-Module_3-FR_Action-Oriented_
l’utilisation de
l’approche actionelle Approach-Feb._2015.pdf
dans la salle de classehttp://www.edugains.ca/resourcesFSL/
PDF/AGuideToReflectivePractice/
Module3_ActionOrientedApproach
_English.pdf
7 15 jan Le CER et notre Survol du Power Point
Curriculum Curriculum K-8 En Ligne :
http://www.edu.gov.on.ca/
eng/curriculum/elementary/fsl18-
2013curr.pdf
http://www.edugains.ca/
resourcesCurrImpl/Secondary/FSL/
SupplementaryMaterials/Module6
_LearnerAutonomyandMetacognition.pdf
8 Le 22 jan L’automonie et la Guide to Reflective Power Point
métacognition Practices – Module En Ligne:
6 – “automomie et https://www.curriculum.org/fsl/wp-
métacognition” content/uploads/2015/12/FSL-
Module_6-
FR_LA_and_Metacognition_Feb.2015.pdf
9 Le 29 jan Présentation de vos Pas de lecture On partage notre travail sur Google
cycles Préparer vos cycles
d’apprentissage
Tâches et informations supplémentaires
Tâche Attentes Date d’échéance Valeur
Participation Effectuer les tâches de lecture avant Hebdomadaire 20 %
chaque classe en préparation pour les Tout au long du
activités connexes. semestre
Participer activement aux discussions.
Fournir un soutien aux camarades de
classe.
Les Travaux Compléter les résumés, les évaluations Hebdomadaire 20%
variés à propos la compréhension du Tout au long du
cadre, du curriculum et l’évaluation en semestre
classePlan d’un cycle
d’apprentissage Sélectionner un gabarit de cycle Le 29 jan 35%
inspiré du CECR d’apprentissage.
Incluant toutes les Remplir le gabarit en incluant:
compétences Le niveau du cycle selon l’année et
(Speaking, Listening, le CECR
Reading and Writing) Le but d’apprentissage et la
avec une emphase sur fonction de langue
l’autonomie et La tâche actionnelle
métacognition de Les liens aux attentes du
l’élève curriculum
Les compétences linguistiques,
sociolinguistiques et pragmatiques
Les sous-tâches pour réussir aux
critères
L’évaluation
Présentation d’une Développer les activités appropriées pour Le 13 nov 25%
leçon suivie par la la salle de classe qui encouragent la
réflexion et la communication authentique, utile et
rétroaction spontanée entres élèves.
Jouer le rôle de l’enseignant en faisant
l’activité avec les camarades de classe
Policy Statements:
Accessibility: The University of Western Ontario is committed to recognizing the dignity and independence of all students
and seeks to ensure that persons with disabilities have genuine, open and unhindered access to academic services. Please
contact the course instructor if you require course materials in an alternative format or if any other arrangements can make
this course more accessible to you. You may also wish to contact Services for Students with Disabilities (SSD) at 661-2111 x
82147 for information about requesting academic accommodation, or go to the following website:
http://www.edu.uwo.ca/teacher-education/docs/policies/Accessibility_Western.pdf
ATTENDANCE: The B.Ed. program is an intense and demanding programs of professional preparation. You are expected
to demonstrate high levels of both academic and professional integrity. Such integrity is demonstrated in part by your
commitment to and attendance at all classes, workshops, tutorials, and practicum activities. Read more about the Faculty’s
attendance policy on-line: http://www.edu.uwo.ca/programs/preservice-education/Attendance%20Policy%202016.pdf
EXCUSED ABSENCES: If you are ill, require compassionate leave, or must miss classes for religious observance, your
absence is excused; you will not be penalized but you are responsible for work missed.
UNEXCUSED ABSENCES: Any absence that is not a result of illness, bereavement, or religious observance is an
unexcused absence. Three unexcused absences will result in you being referred to the Associate Dean and placed
on academic probation. Any further unexcused absence will result in failure of the course and withdrawal from the
program.
Language Proficiency: In accordance with regulations established by the Senate of the University, you must demonstrate the
ability to write clearly and correctly. Work which lacks proficiency in the language of instruction is unacceptable for academic
credit, and will either be failed or, at the discretion of the instructor, returned to you for revision to an acceptable level.
Late Penalties: Normally, the only acceptable reasons for late or missed assignments are illness (which you must report to the
Teacher Education Office) or extreme compassionate circumstances. Unexcused late assignments will be penalized at a rate of
10% per day, and will not be accepted more than 5 days after the due date unless prior arrangements have been made with the
instructor.Academic Offences: Scholastic offences are taken very seriously in this professional Faculty. You are, after all, going to be a
teacher. Read about what constitutes a Scholastic Offence at the following Web site:
http://www.edu.uwo.ca/programs/preservice-education/documents/policies/WEB_ScholasticDiscipline.pdf
Plagiarism: Plagiarism means presenting someone else’s words or ideas as your own. The concept applies to all assignments,
including lesson and unit plans, laboratory reports, diagrams, and computer projects. For further information, consult your
instructors, the Associate Dean’s Office, and current style manuals. Advice about plagiarism and how to avoid it can also
be found here: http://www.edu.uwo.ca/programs/preservice-education/documents/policies/WEB_PlagiarismPolicy.pdf
Plagiarism-Checking:
a. All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection
software under license to the University for the detection of plagiarism. All papers submitted for such checking will be
included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently
submitted to the system. Use of the service is subject to the licensing agreement, currently between The University of Western
Ontario and Turnitin.com (http://www.turnitin.com).
b. Computer-marked multiple-choice tests and/or exams may be subject to submission for similarity review by software that
will check for unusual coincidences in answer patterns that may indicate cheating.
Use of Laptops & Notebooks in Class: As a courtesy to members of the class, please put your cell phone on ‘vibrate’ or
turn it off during class. Lap tops and other electronic devices may be used in a professional manner to facilitate your
activities in the course, but out of courtesy to colleagues and the instructor, please do not engage in personal
networking and non-course
SUPPORT SERVICES
A variety of support services are available at Western.
If you need advice or assistance, do not hesitate to get in touch with any of these services.
FINANCIAL ASSISTANCE: Registrarial Services (http://www.registrar.uwo.ca)
WRITING SUPPORT: Student Development Centre (http://www.sdc.uwo.ca/)
LEARNING SKILLS SUPPORT: Student Development Centre (http://www.sdc.uwo.ca/)
INTERNATIONAL STUDENTS: Student Development Centre (http://www.sdc.uwo.ca/)
ABORIGINAL STUDENTS: Student Development Centre (http://www.sdc.uwo.ca/)
STUDENTS with DISABILITIES: Student Development Centre (http://www.sdc.uwo.ca/)
SOCIAL & CULTURAL ISSUES: University Students’ Council (http://westernusc.ca/services/).
EMOTIONAL or MENTAL DISTRESS: Students who are in emotional or mental distress should refer to Mental
Health @ Western http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options about how to obtain help.
B.Ed. PROGRAM ISSUES: zuber@uwo.ca, Teacher Education Office, room 1131
NEED HELP but not sure what to do: zuber@uwo.ca, Teacher Education Office, room 1131
Additional Information:
References:
Arnett, K. (2013). Languages for all: How to support and challenge students in the second
language classroom. Toronto, ON: Pearson.
L’Association canadienne des professeurs de langues secondes (L’ACPLS). (2012).
Évaluation en action: Trousse inspirée du CECR pour les professeurs de FLS. Ottawa, ON:
L’ACPLS.
Kristmanson, P., Dicks, J., & Lafargue, C. (year). Portfolio scolaire des langues. Nouveau
Brunswick: Institut de recherche en langues secondes du Canada. Kristmanson, P., & Lafargue, C. (2014). I can…: Empowering language learning: A teacher’s
guide to using the Language Portfolio. Ottawa, ON: CASLT.
Kristmanson, P., Lafargue, C., & Thompson, L. (2011). Can do: A common experience: Action
research by the Second Language Research Institute of Canada. Réflexions, 30, (1), 7.
Little, D. (2010). What does “Implementing” the CEFR mean?. Rélfexions, 29 (2), 20 – 21.
North, B. (2009). CEFR teacher assessment: A guide for Eaquals members on implementing
CEFR-referenced teacher assessment. London: EAQUALS.
North, B. (2014). English profile studies: The CEFR in practice. Cambridge: Cambridge
University Press.
North, B. (2015). Inventaire linguistique des contenus clés des niveaux du CECRL. Londres:
EAQUALS.
Ontario Ministry of Education (2010). Growing success: Assessment, evaluation and reporting
in Ontario schools. Toronto: Author.
Ontario Ministry of Education (2015). Including students with special education needs in
French as a second language programs: A guide for Ontario schools. Toronto: Author.
Piccardo, E. (2014). From communicative to action-oriented: A research pathway. Toronto:
Curriculum Services Canada.
Turnbull, M. (2011). Le Portfolio canadien des langues pour enseignants. Ottawa, ON:
L’ACPLS.
TRANSFORMING FSL http://www.curriculum.org/fsl/en/resources/samples-of-student-oral-and-
written-production-based-on-cefr-levels/Vous pouvez aussi lire
