The project "Apprendre le français
à distance avec LIBRE ECHANGE" aims to:
- increase and improve adult education opportunities by using a variety
of French teaching and learning approaches based on personalized learning
and trainee-teachers autonomy,
- offer personalized support (information, orientation, and advice
adapted to the learning needs of each adult learner),
- propose a means of recognizing and certifying the learners' linguistic
competence and intercultural experiences.
This product, aimed primarily at adults, can be used in all learning
environments from institutional contexts (resource centres, language institutes),
to non-institutional "informal" ones (independent learning).
Who is "Apprendre le français à
distance avec LIBRE ECHANGE" intended for?
It is for adults who want to learn French or to expand their linguistic
knowledge. As a result, their objectives can be very different:
- to increase their professional qualifications by acquiring greater
linguistic competence as well as an awareness of what they already know
(Continuing education),
- to increase their ability to take on an active role in their learning
(independent learning),
- to sensitize them to the intercultural aspect of professional education.
What are the objectives of the project?
The aim of the project "Apprendre le français
à distance avec LIBRE ECHANGE" is to promote access
to life-long education for various categories of adults and, as linguistic
competence is one of the components of professional training, to improve
the quality and accessibility of linguistic and profession-related education,.
In order to promote learner autonomy and help the learner identify his/her
needs we have designed certain tools:
The Guide to independent learning, to be found at the end of each learning
module, is a list of competences which we have termed "indicator".
The tutorial notebook, a list of more general competences, is included
in the chapter "My Progress".
The Indicator
This is a tool to promote learner autonomy. It is a detailed list of
competences for the learner to acquire. The learner manages this tool
by him/herself, step-by-step, in a very systematic manner.
Embedded in the progress, due to the numerous recycling of activities
across the levels, "the indicators" reflect the pedagogical
direction proposed in the Common European Framework of Reference
for Languages.
At first, "the indicator" allow the learner to acquire the
habit of reusing the same learning aids while s/he progresses through
the learning process. In doing so, the learner relies on the same references
throughout the different stages of learning. Consequently, the learner
is able to work through the course in a spiralling manner, progressively
building upon what s/he has acquired. From this point, the learner is
able to assess what s/he has had difficulty in understanding, organise
his/her own system of study, and, if necessary, ask for assistance.
My Progress
Once the learner has become accustomed to self-assessment, s/he uses
the Tutorial Notebook. With this tool the learner is able to ascertain
how to learn a language according to his/her own pace by taking into
account what s/he already knows as well as what s/he really wants to
learn. The learner chooses what s/he deems to be the most appropriate
- and only that - from the available content. In other words, the learner
is able to adapt what the course book only offers in a rigid format
to his/her personal needs. In order to do this, it is important that
the learner be encouraged to use the Tutorial Notebook. This tool is
solely the learner`s responsibility.
The section entitled "My Progress" consists of a list of competences
related to the Language Biography of the European Language Portfolio.
This allows for:
- the learner to compare his / her level of language to an external
reference-assessment to be standardized according to the levels set
out in the Common European Framework of Reference for Languages
- the establishment of a common vision of linguistic competences (in
order to compare competences across various languages
- place value on partial competences
- learners to become aware of how to use the European Language Portfolio
The advantages of these tools:
- simplicity
- effectiveness as learning aids
- flexibility - at the organizational level, for self-study and revision,
for increasing learner responsibility.
In using these tools, the learner will learn to:
- organize his/her knowledge by applying various techniques that promote
independent learning
- add a European dimension to his/her learning
|
|