Interactive Learning Resource

French 256: Intermediate Oral French

Edci 335 Pod 3–Yiwei Wu, Yi Yan, Xinxin Wu, Junhao Lin

 

An overview of learning resources:

Vis-a-vis: beginning French and Défi Méthode de Français are two textbooks that the instructor will use in activity one (basic instruction) and two (group discussion). While Vis-a-vis serves as a grammar and vocabulary guideline because of its clear explanation demonstration of grammar, Défi provides students with diverse topics and visual supports for discussion. After activity one, the instructor will share a Youtube video which discusses six tips of speaking French.  Intouchables and Les Choriste are two French movies which will be used in in-class dubbing (activity three). The students will be asked to dub some of the sections after watching parts of the movies. Un Pigeon Suspect is a detective play written by the instructor. Students will participate in this play in activity four by playing the roles of witnesses and detectives.

 

Description and rationale for the learning theory:

We decided to apply sociocultural theory, a learning theory that emphasizes interactions and collaborations of learners, in designing an intermediate oral French course to K-12 students.

Sociocultural theory (SCT) states that learning is developed through interactions and social activities requiring cognitive and communicative functions within social environments (Lantolf et al., 2015). We designed learning activities to align with SCT; activity three (dubbing films) and four (acting a play) are representative examples of SCT that require individuals to participate and communicate in a social environment.

SCT allows us to develop an organized learning process, in which students will learn from more knowledgeable others through collaborations. Sociocultural theory in language learning contains essential features, including Vygotsky’s Zone of Proximal Development (ZPD), activity theory, and three stages of the learning process: imitation, assessment, and independence. ZPD includes three zones: learner’s individual performance, potential development with the help of more knowledgeable others, and unreachable performance with or without the help from others (Vygotsky, 1978). The ultimate objective is that, through learning from more knowledgeable others, learners can eventually acquire the knowledge to work independently. In reaching this objective, instructors need to move the zone in and out to yield better results of both individual’s independence development (e.g., private speech, individual task) and feedback from peers and instructors (e.g., drama).

Imitation, assessment, and independence are three stages of the learning process in activity theory. Although imitation seems to occur in the forms of private speech and inner speech and thus considered as an individual learning process, it is essential to note that the act of imitation cannot take place without the object of imitation; SCT in language learning is from social to the individual, and from inter-mental to intra-mental. At the initial stage, learners tend to imitate their instructors or peers when encountering new linguistic affordances (Lantolf, 2006). After receiving feedback from others, learners can improve their performances and work independently. In our course, instructors will first inform students of new subjects with examples and formulas that students can imitate. After receiving feedback from instructors and peers, each individual is expected to apply and practice the learned knowledge in the following interactive group projects.

 

Description and rationale for the learning design:

For learning design, we choose to incorporate cooperative learning with SCT because SCT shares accidental features with cooperative learning which also focuses on social interactions in a learner-centred setting (Johnson, 2009). Both SCT and cooperative learning suggest offering learners more ownership of the activities in a learner-centred learning environment rather than a teacher-centred one. (Behroozizad et al., 2014). Autonomous learning allows learners to learn in a more active, creative and engaging way.

 

Description of our learning context (K-12):

We selected K-12 as our learning context target group. As an official language of Canada, French has an immersive influence over the Candian culture and the educational curriculum. Some K-12 Canadian students may have a francophone family background, and some may attend French immersion courses or schools before. While students may practice writing and grammar adequately in school, speaking practice is often limited by a lack of francophone environment, subject, time, and activities. Our course aims to elevate learners’ oral competence and confidence by offering an intermediate oral French course in French. Native speakers (English) and English language learners will find that French shares many linguistic features with English since they both belong to the Germanic family (e.g., vocabulary, pronunciation).

We recognize that teaching this course entirely in French can be a challenge for students; therefore, instructors will clarify confusion and aid students in English when necessary. We also recognize that English may not be the first language for some students; however, in this course, the use of English is limited, and instructors would always use plain language in clarification.

 

Brief commentary about each topic and activity:

1. Basic instruction (15-20 min)

At the initial stage, the instructor will review basic vocabulary and grammar that are necessary for constructing conversations (e.g., le passé composé, les pronoms objets, les comparatifs). The instructor will interact with students by practicing dialogues in textbooks (ideally with every student if time allows). Besides answering questions of the instructor, students may also pose questions to the instructor. The dialogue may address self-introduction, hobbies, favorite food, sports, and other routines. The instructor will give feedback on students’ performance. At the end of this section, the instructor will play a YouTube video, which helps French oral practice. Students are not required to watch it.

 

2. Group discussion (20-25 min)

Students will be divided into four or five groups, and each group has a maximum of five members. The instructor will present 10-12 topics from Défi Méthode de Français, and students may choose the desired topics to discuss;  topics may include la famille, le quotidien routine, les objets, and la nourriture délicieuse. During the discussion, we recommend that students explore the topics with detailed descriptions to exert their knowledge as sufficient as possible. For example, when describing an object, students could consider its color, material, and usage. After finishing the discussion, group members need to grade their peers based on a given grading rubric and provide constructive comments. The purpose of this activity is to encourage students to express their ideas in a specific context and to develop their oral competence. We hope this is not only an opportunity for students to practice oral french but also a chance to develop relationships with their peers. A better interpersonal relationship is conducive to team cooperation in activities three and four.

 

3. Dubbing films (30-35min)

In this part of the session, the instructor will play two classic French films, Intouchables and Les Choriste, and students will dub a section of them after watching. This activity aims to break the traditional passive mode of learning activity in language learning and arouses students’ interest. Besides opportunities to learn the pronunciation from natives, students can also experience authentic French culture. Students who choose the same film will automatically form into one group. During the group dubbing, the instructor and peers will provide feedback and comments. To avoid any anxiety of performing in front of the class, we will reassure students that the pronunciation and possible grammatical mistakes will not count against them, and the marking will only focus on engagement and participation. Students are encouraged to practice on a dubbing app “MadLipz” before the class.

 

4. Detective play (40-45 min)

In this activity, students will act a detective play. The instructor will assign a role to every student with an identity card that describes the given role’s details. 6-8 students will play as detectives, and the rest will play as witnesses. The witnesses should participate in and fully disclose hints to help detectives investigate cases. The instructor will not grade on whether students can discover the criminal but on their abilities to exchange information in a given context.

 

Learning Outcomes:

On successful completion of this unit, students will be able to:

 

• Expand necessary vocabulary to construct and respond to a francophone conversation.
• Improve and develop a more authentic French pronunciation (French standard).
• Be motivated to develop French oral competence with elevated learning interests.
• Evaluate feedback received in the learning process, and improve accordingly.

 

Activities, Learning Outcomes and Resources (Table):

Interactive activity	Learning Outcomes	Resources
Basic instruction (15-20 min)	1, 2	–        Vis-a-vis: beginning French –        Défi Méthode de Français 2 –        A Youtube Video https://www.youtube.com/watch?v=3tBmFd-1bfI
Group discussion (20-25 min)	1, 4	–        Défi Méthode de Français 2
Dubbing films (30-35min)	1, 2, 3, 4	–        Intouchables (Olivier Nakace, Éric Toledano, 2011) –        Les choristes (Christophe Barratier, 2004)
Detective play (40-45 min)	1, 3, 4	–         Identity cards of the play Un Pigeon Suspect

 

An overview of the assessment plan:

In the basic instruction, the instructor will give feedback on student’s participation, which accounts for 5% in total grade. In the second activity “group discussion” (15%), students are provided with opportunities to grade their peer’s performance based on the given grading rubric. In the cooperative learning process, students will evaluate and comment on group members orally, which may benefit their oral competence. Assessments for “dubbing films” include self-assessment (10%) and in-class assessment (20%), students can practice online and submit their best artifact, besides, the instructor will give formative assessments in the format of comments and feedback during the class. In the detective play,  the instructor will grade on the student’s ability to exchange information during the detective play, amounting to 50%, followed by the principle of summative assessment.

 

Design for inclusion of diverse learners:

The increased demand of including diverse learners in classroom challenges whether the instructor could incorporate diverse learning needs in the learning design (Algozzine et al., 2009). For French learning, we will satisfy the needs of diverse learners in creating an inclusive learning design.

 

1. English language learner (ELL):

Considering English language learner’s needs becomes a necessity as instructors find the increased presence of ELLs in their classes (Lucas et al., 2008). Though instructors will teach the class in French, the inevitable use of English will be implemented to clarify any possible confusions. Instructors will use basic English that is comprehensible to ELLs.

Besides, instructors will deliver learning materials on the course website before the class, which gives students adequate time to repeatedly access course resources and prepare in advance (Dina & Ciornei, 2013). Recordings will be uploaded after each class, and instructors will leave discussion time for students who have confusion and misunderstandings.

 

1. A person who does not have access to a computer at home, but has a mobile phone with a data plan

We will create a course website for students to access, which is available on both laptops and smartphones. Considering students may have trouble in computer usage, we set corresponding plans such as delivering paper-copy of learning materials and textbooks to assist. In terms of achieving desired learning outcomes, communication strengthens the comprehension in the learning process, while interaction actively enhances a student’s motivation to acquire knowledge (Rabab’Ah, 2015). Most class activities will be completed in cooperation and interaction with classmates, which means less use of electronic devices, and the only activity needed to complete on apps is the extra dubbing exercises, which is applied to smartphones.

 

Recognition of diverse learners is essential in creating an inclusive course design. We acknowledge that teaching challenges exist since learning competence and habits vary from individuals (Bowerman & Duncan, 2005). Our learning design strives to meet every student’s learning needs; if not, we are willing to accept any feedback and reflection from students and peers.

 

Technology choices:

1. Course website：

• Playing a Youtube video (activity one):

The selected YouTube video describes six tips for enhancing French oral competence. As an interactive learning resource, technology-based education provides students opportunities to control the pacing of teaching material (Inan et al., 2013). Students can revisit the content and follow the sequence on the website.

 

• Presenting group discussion topics (activity two):

Instructors will deliver learning materials via the course website before the class. Timid students will benefit from the extra time of preparation and thus become more confident when interacting with their peers during class sessions. Building confidence may gradually improve learners’ language competence (Dina & Ciornei, 2013). We hope posting topics online in advance will motivate students to participate and engage in class discussions.

 

1. A dubbing app: MadLipz (activity three):

Education-apps, such as vocabulary, encyclopedic, dubbing apps, facilitate formal learning. These are feasible to download, and apply to different educational purposes, which satisfy customization and portability (Jain et al., 2018). Most apps offer self-evaluation quizzes to augment student’s learning competence. Self-dubbing exercise not only fulfills the demand for practicing but also arouses student’s interest in learning French. Danan (2010) argues that learners transform from teacher-directed learning to self-initiated learning through dubbing activities.

 

1. Online video collages:

We will provide recordings after each lecture on the course website for student’s various learning demands. Lecture recording technology positively prompts student’s self-directed learning and enhances learning efficiency (Topale, 2016). Students can also review their performances, recorded by instructors, in activity three and four (dubbing films and the detective play) to improve their French oral skills.

 

Learning Resources list:

Adassovsky, N. D., Zenou, Y., & Zeitoun, L. (Producers), & Toledano, E., & Nakace, O. (Directors). (2012). Quasi amici = Intouchables [Motion picture]. Roma: Warner home video.

Amon, E., Muyskens, J. A., & Hadley, A. O. (2019). Vis-a-vis: beginning French. New York, NY: McGraw-Hill Education.

Chahi, F., & Biras, P. (2018). Défi Méthode de Français 2. Paris: Editions Maison de Langues.

Cohn, A., Perrin, J., & Mauvernay, N. (Producers), & Barratier, C. (Director). (2004). Les Choriste [Motion picture]. France: Miramax Films.

Nassif, R., Benzadon, J., & Moisset, H. (2020). Easy French [YouTube channel]. Retrieved May 23, 2020, from URL https://www.youtube.com/watch?v=3tBmFd-1bfI

 

Reference:

Algozzine, R., Campbell, P., 1942, & Wang, A., 1956. (2009). 63 tactics for teaching diverse learners, K-6. Thousand Oaks, Calif: Corwin Press.

Behroozizad, S., Nambiar, R., & Amir, Z. (2014). The Emergence and Development of Language Learning Strategies through Mediation in an EFL Learning Context. Procedia – Social and Behavioral Sciences, 118, 68–75. doi: 10.1016/j.sbspro.2014.02.010

Bowerman, M., & Duncan, S. (2005). Technology for All. T H E Journal, 32(10), 20–24.

Danan, M. (2010). Dubbing projects for the language learner: A framework for integrating audiovisual translation into task-based instruction. Computer Assisted Language Learning, 23(5), 441-456.

Dina, A., & Ciornei, S. (2013). The Advantages and Disadvantages of Computer Assisted Language Learning and Teaching for Foreign Languages. Procedia – Social and Behavioral Sciences, 76, 248-252. doi:10.1016/j.sbspro.2013.04.107

Inan, F. A., Crooks, S. M., Cheon, J., Ari, F., Flores, R., Kurucay, M., & Paniukov, D. (2013). The reverse modality effect: Examining student learning from interactive computer-based instruction. British Journal of Educational Technology, 46(1), 123-130. doi:10.1111/bjet.12129

Jain, D., Chakraborty, P., & Chakraverty, S. (2018). Smartphone Apps for Teaching Engineering Courses: Experience and Scope. Journal of Educational Technology Systems, 47(1), 4-16. doi:10.1177/0047239518785166

Johnson, D., & Johnson, R. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38(5), 365-379. Retrieved June 13, 2020, from www.jstor.org/stable/20532563

Lantolf, J. P. (2006). SOCIOCULTURAL THEORY AND L2: State of the Art: Studies in Second Language Acquisition. Retrieved from https://doi.org/10.1017/S0272263106060037

Lantolf, J. P., Thorne, S. L., & Poehner, M. E. (2015). Sociocultural theory and second language development. In B. VanPatten & J. Williams (Eds.). Theories in second language acquisition: An introduction (pp. 207-226). New York: Routledge.

Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners. Journal of Teacher Education, 59(4), 361–373. https://doi.org/10.1177/0022487108322110

Rabab’Ah, G. (2015). The Effect of Communication Strategy Training on the Development of EFL Learners’ Strategic Competence and Oral Communicative Ability. Journal of Psycholinguistic Research, 45(3), 625-651. doi:10.1007/s10936-015-9365-3

Topale, L. (2016). The strategic use of lecture recordings to facilitate an active and self-directed learning approach. BMC Medical Education, 16(1), 201. https://doi-org.ezproxy.library.uvic.ca/10.1186/s12909-016-0723-0

Vygotskij, L. S., Rieber, R. W., & Veer René van der. (1997). The collected works of L. S. Vygotsky. New York: Plenum Press.