CEFR-inspired Classroom Practices - Viewer's Guide FSL planning, teaching and assessment that support the integration of oral communication ...
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July 2013 CEFR-inspired Classroom Practices Viewer’s Guide FSL planning, teaching and assessment that support the integration of oral communication, reading and writing within an action-oriented approach inspired by the CEFR
INTRODUCTION
Based on a ‘collaborative lesson study’ possible outcome, or open-routed tasks
professional learning model, this project aims that have more than one possible way
to improve student achievement in FSL through to achieve the outcome
the following actions: ɤɤ Vocabulary and language structures
• Co-planning, observing and reflecting on are scaffolded as needed and
student learning, in a secondary French contextualized to support meaningful
immersion setting and an elementary Core communication during the task
French setting ɤɤ Interaction – Frequent opportunities for
• Integrating speaking, listening, reading student-student and student-teacher
and writing through meaningful and interaction, including spontaneous
interrelated activities that support a interaction, build student confidence
common learning goal and competence
• Making connections to the following ɤɤ Positive, transparent criteria – Criteria
research-based concepts and strategies for quality performance are clearly
from the CEFR: articulated and continually refined as
students and teachers deepen their
ɤɤ Action-oriented approach – Teaching
understanding of the expectations; a
is planned with the learner’s
common understanding of the criteria
communicative needs, competencies
becomes the cornerstone of effective
and interests in mind; students are
self- and peer assessment and of giving
engaged in accomplishing a goal or
and receiving feedback
solving a problem using their target
language • Developing processes for the moderation
of student oral and written work so
ɤɤ Focus on the task – Planning tasks that
that educators can analyze evidence
allow students to apply their knowledge
of learning in order to provide effective
and skills in an authentic context, and
feedback and determine next steps for
allow for multiple entry points via open-
instruction
ended tasks that have more than one
This resource has been produced with the support and cooperation of Nipissing–Parry
Sound Catholic District School Board.
CEFR-inspired Classroom Practices 2This video series follows a school board FSL their professional learning relate to specific
pilot team, which includes classroom teachers videos as well as the project as a whole. The
from the elementary and secondary panels, viewing questions can be considered before,
and from the Core French, Extended French, during, or after viewing the videos individually,
and French Immersion programs, as well as with colleagues, or in a professional
a literacy coach, curriculum consultant and learning context. They are intended to foster
the superintendent responsible for FSL. The reflections on daily practice, such as:
FSL team engages in co-planning, teaching, • What is the impact of this learning on my
moderating and reflecting on student work, practice?
within the context of implementing CEFR-
• What knowledge or strategies am I ready
inspired practices in elementary and secondary
to put into practice?
FSL classrooms. All of the educators involved
are engaged in the project as learners. • What are my next steps for professional
Educators in different programs and panels learning?
visited each other’s schools and classrooms
to engage in a collaborative lesson study Concrètement, l’enquête incite les
model. This series reflects some of the enseignants à se considérer comme des
changes in their thinking and their practices apprenants sur le plan de la pensée critique
over time, as educators pose questions and et créative. Elle prône l’ouverture d’esprit
integrate emerging understandings into their et la souplesse. Au moyen du dialogue
professional practice. collaboratif, les enseignants cherchent à
faire émerger des possibilités, de nouvelles
You will see that French is used both in the questions et des solutions pour améliorer
classrooms and in the professional learning l’apprentissage et le rendement des élèves.
discussions of this video series, and resources Cette caractéristique dite « itérative » se
used were in French wherever possible. construit progressivement, en lien avec la
Project participants valued the opportunity réflexion continue et les résultants obtenus
to use French in a supportive professional par les enseignants.
learning environment.
Secrétariat de la littératie et de la numératie
In this Viewers’ Guide, you will find a brief (2011), L’enquête collaborative en tant
description of the content of each video, qu’apprentissage professionnel, La Série
participant reflections and viewing questions. d’apprentissage professionnel
The participants’ individual reflections about
CEFR-inspired Classroom Practices 3VIDEOS
• What questions or strategies are helpful in
Video 1: Le coapprentissage :
achieving a common understanding of an
la perspective actionnelle et idea or concept?
l’approche par les tâches
In this video, the FSL team constructs Identify curriculum expectations
their understanding of the action-oriented
approach.1 Tasks inspired by the action- Articulate a learning goal in
oriented approach often require students to student-friendly language
interact through speaking, listening, reading
and/or writing, in order to accomplish a
Plan an action-oriented task
tangible goal. They may be set in a context
that relates to a real-life problem or topic that
touches the students’ lives. Anticipate success criteria
The FSL team deepens their understanding
Plan assessment for/as/of learning
of how to put this theory into practice by
applying a backward design planning process
that incorporates the new learning. Plan scaffolded lessons/sub-tasks
Viewing Questions
• What are some advantages of establishing « La perspective actionnelle promeut la
or co-creating professional learning goals motivation chez les élèves et par la suite
and success criteria? In what other ways le succès. Ils voient et ils comprennent
might these benefits be achieved? l’importance d’exécuter une tâche. »
• When working in a collaborative « Depuis que j’utilise des activités qui visent
professional learning context, how can the l’approche actionnelle, je vois que mes
collective wisdom of all of the participants garçons sont plus engagés dans les leçons. »
be highlighted or maximized?
Participant reflections
1
This understanding is based on previous professional learning about the Common European Framework of
Reference for Languages (CEFR); the Guide to Reflective Practice for Core French Teachers (Action-Oriented
Approach module); and reading two articles: Rosen (2010): Perspective actionnelle et approche par les tâches en
classe de langue, and North (2008): The Relevance of the CEFR to Teacher Training.
CEFR-inspired Classroom Practices 4• How does co-planning as a professional
Video 2: La coplanification
learning activity impact the practice of each
(immersion, secondaire) participant? How does the involvement of
In this video, the FSL team co-plans a Grade educators with different roles enrich the
10 French Immersion task. After the classroom experience?
teacher provides an overview of her students’
« Les élèves doivent voir la structure
abilities and interests and the curriculum
(linguistique) en contexte de la tâche pour
expectations on which they are currently
pouvoir vraiment la comprendre et l’utiliser. »
working, the team designs a task based on
the action-oriented approach. They anticipate « C’est important (dans la planification)
success criteria for the task and begin planning de mettre autant d’emphase sur la
a series of lessons to scaffold the students’ communication orale que sur l’écriture
content and linguistic knowledge and skills. et la lecture. Les élèves reconnaissent
l’importance de pratiquer la langue à
The team continually reflects and revises their
l’oral et que ceci va servir à améliorer leur
planning throughout the session, checking for
compréhension écrite et leur écriture. »
alignment with curriculum, the action-oriented
approach, and students’ prior knowledge Participant reflections
and experiences. They plan opportunities for
peer and self-assessment that will support the
learning and ongoing improvement. Video 3: L’observation :
la communication orale
Viewing Questions (immersion, secondaire)
• What strategies are helpful when
In this video, the FSL team observes a co-
designing tasks that are purposeful,
planned three-part lesson in action. The
interactive, cognitive and goal-oriented?
classroom teacher continually integrates
• How can FSL teachers increase their speaking, listening, reading and writing
repertoire of specific instructional activities as students build their skills in
strategies for speaking, listening, reading expressing and justifying their point of view.
and writing? Frequent opportunities for interaction provide
students with practice in order to consolidate
their comprehension, express their thinking
and develop their arguments.
CEFR-inspired Classroom Practices 5Viewing Questions Viewing Questions
• What are the students’ and teacher’s roles • Why is it important to validate what
in this classroom? students can do?
• What strategies are in place to promote • What kinds of evidence can FSL teachers
student talk? collect or observe before, during, and
after a lesson?
• What student learning is in evidence?
What are some next steps for instruction? • How can classroom observation
data be used to determine trends or
« On voit que les structures et les attentes generalizations about student learning
pour l’interaction ont déjà été bien établies. » needs, or professional learning needs?
« On veut que les élèves parlent et
Le fait de prévoir des moments de réflexion
fassent connaître leur message, mais c’est
permet à la pensée collective de devenir
éventuellement important d’être précis. »
intentionnelle et explicite.
Participant reflections
Secrétariat de la littératie et de la numératie
(2011), L’enquête collaborative en tant
qu’apprentissage professionnel, La Série
Video 4: La réflexion
d’apprentissage professionnel
sur la leçon
In this video, the FSL team shares their Video 5: L’observation :
observations about the lesson and particularly l’intégration de l’oral, de
about the evidence of student learning, la lecture et de l’écriture
using an observation template (see Appendix
(immersion, secondaire)
A, Gabarit d’observation). The discussions
are characterized by linking the criteria In this second visit of the pilot team to the
(established in the planning session) with Grade 10 Immersion class, students are
evidence shared through the observations. continuing to work towards producing
Students’ strengths and needs are identified a persuasive text in the form of a formal
in order to inform feedback for the students letter or presentation. The students co-
and next steps for instruction. create success criteria related to the form,
content and linguistic structures of their
text. Oral interaction and reading activities
provide students with additional information
CEFR-inspired Classroom Practices 6(e.g., alternative arguments, points of view,
language structures) in order to enrich the « Je vois des élèves qui peuvent
arguments and the precision of their own texts. s’autocorriger et qui peuvent mieux écrire.
Ils peuvent aussi offrir des corrections et
The definition below may support discussions stratégies à leurs amis. »
about teaching and assessing persuasive texts: Participant reflections
Texte d’opinion : Relation orale ou écrite
dans laquelle une personne exprime ses vues Video 6: L’harmonisation au
personnelles sur un sujet donné et qui vise service de l’apprentissage
parfois à convaincre ou à rallier à son opinion un (immersion, secondaire)
public cible. Titre reflétant le sujet. Présentation
du sujet dans l’introduction; développement For templates and work samples
comportant une analyse du sujet fondée sur des
accompanying this video, please see
connaissances ou sur l’expérience personnelle;
Appendix B (Harmonisation au service de
prise de position univoque (pour ou contre)
l’apprentissage – feuille de route), Appendix
appuyée de solides arguments (au moins trois);
conclusion résumant l’argumentation et justifiant C (Lettre d’opinion), and Appendix D
la prise de position. (Harmonisation d’un texte d’opinion).
Ministère de l’Éducation de l’Ontario (2006),
Le curriculum de l’Ontario de la 1re à la In this video, members of the FSL team meet
8e année, Français, (révisé), p. 104 to deconstruct examples of student work
in progress. By comparing student work to
the success criteria, the group identifies
Viewing Questions
potential gaps and formulates feedback and
• What are some benefits of integrating the next steps for students to complete as they
strands of the FSL curriculum? What are finalize the task.
the different ways that teachers might
integrate speaking, listening, reading and Viewing Questions
writing? • How can the collaborative assessment
• How can FSL teachers ensure that their of student work (as compared with
planning and assessment reflect an independent assessment) lead to
appropriate balance of the Achievement targeting explicit improvement in teacher
Chart categories? practice?
CEFR-inspired Classroom Practices 7• How does teacher moderation build
Video 7: La coplanification
common knowledge about curriculum
expectations and levels of achievement?
orientée par l’apprentissage
des élèves (français de base,
• When moderating student work, what
élémentaire)
opportunities can be exploited to share
effective practices? In this video, the FSL team analyses samples
of Grade 5 student work prior to co-planning
L’une des meilleures stratégies issues de a lesson (see Appendix E, Texte descriptif).
la recherche pour établir un lien entre Prior to their meeting, the classroom teacher
l’évaluation et une meilleure pratique gave students an on-demand writing task
pédagogique est l’harmonisation de related to the learning goals toward which
l’évaluation. Ce processus suppose que des they had already begun working. Analysis
éducatrices et des éducateurs discutent of the students’ abilities as evidenced in
ensemble du travail des élèves en fonction their writing samples led to a rich discussion
de critères prédéterminés. about their strengths and appropriate next
Secrétariat de la littératie et de la numératie learning steps. By discussing the criteria in
(2007), Harmonisation de l’évaluation, relation to different levels of achievement,
La Série d’apprentissage professionnel participants exposed their thinking and
various interpretations of the success criteria,
« Sans rétroaction descriptive, il est difficile eventually leading them to more clearly
pour un élève de savoir ce qu’il/elle a describe a level 3 performance. The team
bien fait et ce qu’il a besoin de faire afin then collaborated to plan a follow-up lesson,
d’améliorer son travail et comment. Lorsque using the gradual release of responsibility
nous avons développé notre rétroaction lors model to address learning needs that were
de l’harmonisation nous avons identifié les identified during the collaborative analysis of
forces, prochaines étapes et comment les student work.
atteindre (stratégies). »
Viewing Questions
Participant reflection
• What practices lead to creating a culture of
‘trust’ and ‘productive conflict’?
• What are the benefits of bringing examples
of student work to a professional learning
session?
CEFR-inspired Classroom Practices 8• What factors should be considered when Viewing Questions
revising success criteria that were co-
• In this junior Core French class, what
created with students?
evidence is observed of higher-order
thinking and of metacognition?
Créer une culture de confiance relationnelle
• When students are transferring ideas
permet aux enseignants de se sentir
or strategies learned in English (e.g.,
libres de communiquer leurs idées,
identifying the main idea, using a logical
leurs expériences et leurs opinions. …
order) to their FSL class, they may not be
Un aspect important de cette confiance
able to express these strategies in French.
est la pratique du conflit productif, où le
What are some strategies to support
personnel communique ouvertement de
students as they attempt to express their
façon professionnelle, en vue d’améliorer la
thinking in French?
pratique et la réussite des élèves.
Secrétariat de la littératie et de la numératie « On a vu que l’engagement et la motivation
(2007), Harmonisation de l’évaluation, chez les élèves étaient élevés. »
La Série d’apprentissage professionnel
« Les tâches que nous avons développées
étaient ouvertes et les thèmes étaient réels
Video 8: La modélisation (reliés à la vie de l’apprenant). »
(français de base, élémentaire) Participant reflections
In this video, the classroom teacher models
comprehension and organization strategies Video 9: La pratique partagée
using a mentor text and by thinking aloud. The et guidée (français de base,
learning goals and instructional approach are élémentaire)
based on the FSL team’s discussions about
students’ strengths and next steps from a In this video, the classroom teacher continues
previous activity shown in Video 7. This lesson a lesson based on the Gradual Release of
builds on personalized topics and previously Responsibility (GRR) model. She leads the
taught vocabulary on colour, shape and other students through the stages of shared and
characteristics. guided practice. A variety of simple questions
and comments are used continuously to
maintain a high level of engagement. The
teacher encourages students to stretch their
CEFR-inspired Classroom Practices 9thinking and build their language repertoire strengths and formulating descriptive feedback
in an encouraging environment with high and next steps for instruction. The interviews
expectations and ongoing support. also spark a discussion about assessment and
instructional strategies in FSL classrooms.
Viewing Questions
Viewing Questions
• Why are shared and guided practice key
components of the GRR model? • How do FSL teachers differentiate
instruction to meet the needs of all
• How do supports such as word walls and
learners?
reference charts build learner autonomy?
• In addition to vocabulary, what other skills
• What strategies ensure that all students
and strategies do FSL students need in
can successfully accomplish the task?
order to engage in successful independent
practice?
Video 10: La pratique « La rétroaction se passe tout au long de
autonome et les entretiens l’enseignement – soit avec le groupe entier,
(français de base, élémentaire) individuel, ou spontané. »
« Lorsque j’offre de la rétroaction positive,
The video begins with students engaging
les élèves sont fiers de leur travail et plus
in independent practice. The teacher uses
ouverts à apporter des changements. »
strategic grouping in order to maximize
interaction between students as they gain Participant reflections
confidence and improve their language
skills. Mixed-ability groupings and previous
explicit teaching about effective group work Video 11: L’harmonisation au
are in evidence as students collaborate, ask service de l’apprentissage
questions, and help one another.
(français de base, élémentaire)
The focus then shifts to student-teacher In this video, the FSL team moderates some
interviews. Students repeat their group of the oral samples from Video 10. Before
conversations one at a time with the teacher, listening to the student interviews, team
as an assessment for learning activity. During members connect the success criteria with
subsequent teacher moderation, these the Achievement Chart categories and
interviews form the basis for identifying student anticipate what they would expect to hear in
CEFR-inspired Classroom Practices 10a performance for each of the achievement
levels and categories of the Achievement In teacher moderation, teachers examine
Chart. (See Appendix F, Harmonisation d’un student work together to share beliefs and
texte descriptif.) practices, enhance their understanding,
compare their interpretations of student
This activity stimulates discussion of each results, and confirm their judgements about
success criterion and deepens the team’s a student’s level of achievement. Teachers
understanding of the descriptors and qualifiers might also look at the assignment that
in the Achievement Chart. Recognizing that was given and analyse its effectiveness
certain terms (e.g., vocabulary) are used in in relation to the learning achieved by the
the descriptors for multiple categories, the students.
team members aim for precision in describing Ontario Ministry of Education (2010),
a successful performance in order to assign Growing Success, p. 155
criteria to the appropriate categories. They
also observe that the Thinking category of Teachers use a variety of assessment
the Achievement Chart could be assessed strategies to elicit information about student
through observation of classroom interactions learning. These strategies should be
prior to the student-teacher interviews, or triangulated to include observation, student-
through an exit pass. In this manner, data from teacher conversations, and student products.
conversations, observations and products can
Ontario Ministry of Education (2010),
be used to inform their assessment.
Growing Success, p. 34
Following the moderation process, the FSL
« Il est nécessaire de promouvoir la pratique
team discussion focuses on descriptive
orale avec les mots à haute fréquence chez
feedback to be provided and next steps for
un(e) débutant(e) langue seconde. Preuve : je
instruction.
vois que les élèves doivent parler plus dans
la classe et l’enseignant parle moins. »
Viewing Questions
Participant reflection
• Why is it critical that participants engaged
in teacher moderation have a common
understanding of the assessment tool(s)?
• What other methods could FSL teachers
use to document evidence of student
learning? How could this evidence also be
used by the students themselves?
CEFR-inspired Classroom Practices 11References AIM Language Learning. http://www.aimlanguagelearning.com Council of Europe (2011). The Common European Framework of Reference for Languages. http://www.coe.int/t/dg4/education/elp/elp-reg/cefr_EN.asp Literacy and Numeracy Secretariat – Ontario Ministry of Education (2007). Professional Learning Communities: A Model for Ontario Schools. Capacity Building Series. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/PLC.pdf Literacy and Numeracy Secretariat – Ontario Ministry of Education (2007). Teacher Moderation: Collaborative Assessment of Student Work. Capacity Building Series. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf Literacy and Numeracy Secretariat – Ontario Ministry of Education (2010). Collaborative Teacher Inquiry. Capacity Building Series. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_Collaborative_Teacher_Inquiry.pdf North, B. (2008).The Relevance of the CEFR to Teacher Training. Babylonia, 2, 55–57. Ontario Ministry of Education (2006). A Guide to Effective Literacy Instruction, Grades 4-6. www.eworkshop.on.ca Ontario Ministry of Education (2010). Growing Success: Assessment, Evaluation and Reporting in Ontario’s Schools, First Edition Covering Grades 1 to 12. http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf Ontario Ministry of Education (2011). Think Literacy Cross-Curricular Approaches, Grades 7-12. http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/ Rosen, E. (2009). Perspective actionnelle et approche par les tâches en classe de langue, Le français dans le monde : recherches et applications, 45, January, 6–14. CEFR-inspired Classroom Practices 12
APPENDIXES
Appendix A: Gabarit d’observation
L’étude collaborative d’une leçon inspirée par le CECRL
Gabarit d’observation
Déclencheur (D) : De quelle façon ce déclencheur a-t-il amorcé l’apprentissage?
Incitations (I) : Quels renseignements sont donnés aux élèves?
Enseignement (E) : Les élèves peuvent …/ Quels structures ou vocabulaires devraient être enseignés? / Y a-t-il des
occasions pour les élèves de réfléchir?
Interactions (INT) : Quelles interactions avez-vous notées entre l’enseignant / l’enseignante et les élèves?
Engagement des élèves (EE) : Décrivez la participation et l’engagement des élèves du début jusqu’à la fin de la leçon.
Idées fausses (IF) : Quelles idées fausses les élèves ont-ils /elles démontré(e)s? / Qu’est-ce qui n’a pas été bien
maîtrisé ou compris?
Moments « Aha! » (AHA) : Quelles sont les preuves d’apprentissage que vous avez notées?
Stratégies (S) : Quelles stratégies ont été utilisées par les élèves? Soyez précis.
Prochaines étapes (PE) : Quels sujets devraient être abordés lors des prochaines mini leçons en petits groupes ou des
leçons pour la class entière?
Notes: Code
CEFR-inspired Classroom Practices 13Appendix B: Harmonisation au service de l’apprentissage
Feuille de route
Avant l’analyse du travail des élèves
• Partager les attentes du curriculum (et les attentes quant aux habiletés d’apprentissage,
au besoin)
• Décrire la tâche (les paramètres de la tâche, les critères d’évaluation,…)
• Élaborer des normes pour la collaboration professionnelle
Étapes Questions
1. Écouter (ou lire à haute voix) le Que remarquez-vous?
document entier pour former une
impression globale (sujet, fluidité, style).
2. S’entretenir avec des collègues Comment décrivez-vous ce travail par rapport aux
en utilisant les critères pour la tâche critères?
(critères d’évaluation, grille de
rendement, référentiels, …)
3. Dégager des perceptions communes Quels sont les caractéristiques du travail?
sur les critères et les niveaux de Quelles preuves de l’apprentissage vous aident à
rendement. évaluer ou classifier ce travail?
4. Chercher les tendances ou les Qu’avons-nous appris de ce groupe d’élèves?
régularités dans l’ensemble du travail. Quels sont leurs points forts? Leurs besoins?
5. Fixer des objectifs pour des élèves Comment orienter l’enseignement futur?
et déterminer les prochaines étapes (regroupement des élèves, stratégies
pour améliorer l’apprentissage des d’enseignement, mini-leçons,…)?
élèves. Rechercher et échanger de Quelle rétroaction allez-vous fournir aux élèves?
bonnes pratiques pour répondre aux Quand? Comment?
besoins de tous les élèves.
6. Réfléchir au processus Qu’avez-vous appris d’après vos discussions?
d’harmonisation. Comment votre compréhension des critères
d’évaluation/des niveaux de rendement a-t-elle
changée? Quelles sont vos questions maintenant?
CEFR-inspired Classroom Practices 14Appendix C: Lettre d’opinion CEFR-inspired Classroom Practices 15
HARMONISATION D’UN TEXTE D’OPINION ÉCHANTILLON #___
CONNAISSANCE ET COMPRÉHENSION HABILETÉS DE LA PENSÉE
Je respecte le format d’une présentation formelle, y compris une Mes arguments sont logiques.
introduction, les faits, les détails, et une conclusion. Mes arguments sont appuyés par les preuves et exemples.
J’anticipe les arguments opposés et je défends mon point de vue.
L’élève :
L’élève :
CEFR-inspired Classroom Practices
COMMUNICATION MISE EN APPLICATION
Mon objectif de communication est clair (convaincre). J’utilise mes connaissances de la technologie, de politiques scolaires et
J’utilise le registre approprié pour mon destinataire (formel). des étudiants pour justifier mes arguments.
Mes arguments sont présentés d’une façon organisée. Je fais des liens personnels.
J’utilise les mots connecteurs pour relier mes idées.
J’utilise le vocabulaire approprié à la tâche. L’élève :
Appendix D: Harmonisation d’un texte d’opinion
L’élève :
16Appendix E: Texte descriptif CEFR-inspired Classroom Practices 17
HARMONISATION D’UN TEXTE DESCRIPTIF ÉCHANTILLON #___
CONNAISSANCE ET COMPRÉHENSION HABILETÉS DE LA PENSÉE
Critère : je parle seulement de mon sujet Critères :
CEFR-inspired Classroom Practices
Commentaires :
Commentaires :
Niveau :
COMMUNICATION MISE EN APPLICATION
Critère : je peux utiliser des mots variés (des beaux mots) Critère : je peux utiliser un ordre logique en suivant un modèle ou un
organigramme au besoin
Niveau 1 Niveau 2 Niveau 3 Niveau 4
- décrit au - décrit 1–2 - utlise une variété - décrit l’objet
moins un trait des catégories de mots descriptifs utilisant chaque
de l’objet perdu (couleur, forme, tels que la couleur, catégorie
autre), ou la forme, et ‘autre’ - accorde
Appendix F: Harmonisation d’un texte descriptif
utilise plusieurs - accorde les plusieurs
adjectifs pour adjectifs tels que adjectifs Commentaires :
une catégorie petit/petite à l’oral
Commentaires :
Niveau :
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