Monograph lecture : Innovative didactics of foreign languages: hopes and challenges 3304-2DXW-WM-IGNW
Topics covered will include:
The essence of innovativeness in glottodidactics
The flipped classroom – what is the purpose of “flipping”?
Kinesthetic elements in foreign language lessons (embodied
learning)
Learning through collaboration
Gamification – between play and learning
Learning through experience (D. Kolb)
Accelerative Integrated Method – Canadian perspective
Learners’ sense of selfefficacy
Language learning and knowledge of neurobiological mechanisms of
brain function (e.g., working memory)
Technological innovations – are they truly beneficial?
AI – is this already the next innovation?
How to plan a foreign language lesson in the “school of tomorrow”?
Course coordinators
Learning outcomes
Knowledge
KW01: The student knows in an advanced way the main currents of
innovation in language didactics and understands how to link them
with developments in pedagogy, psychology, and learning theories.
KW01: The student characterizes changes significant for foreign
language learning and understands their causes.
KW11: The student knows in an advanced way the factors
supporting effective foreign language learning.
KW11: The student knows in an advanced way the European tools
developed for glottodidactics.
KW12: The student has indepth knowledge of glottodidactic
innovations in connection with areas such as assessment, plurilingual
pedagogy, and learner activation.
Skills
KU04: The student can assess the degree of innovativeness of
didactic activities in the context of contemporary didactic and
psychological theories.
KU01: The student can apply appropriate terminology to describe a
given language education situation.
KU04: The student can provide examples illustrating the discussed
didactic innovations.
KU04: The student refers appropriately to the theories and language
activities studied.
Social Competences
KK02: The student actively participates in classes, remembering that
everyone should feel coresponsible for the dynamics of the group
process.
KK06: The student can ask relevant questions and respond
appropriately to social situations in the group.
KK03: The student can respond to classmates’ statements in a way
that does not hurt anyone’s feelings.
Assessment criteria
Active participation in classes
Preparation and presentation (in the form of a website) of the
characteristics of one didactic innovation discussed in class (or
another), along with the discussion of a concrete example.
Bibliography
Barbot M.-J (éd.) (1999), « De nouvelles voies pour la formation », Les
cahiers de l’Asdifle 11.
Beacco J.-C., Bouquet S., Porquier R. (2004), Texte et référence du
niveau B2, Didier, Paris.
Bérard E. (1991) L’approche communicative, théorie et pratique, Clé
International, Paris.
• Bogaards P. (1991), Aptitude et affectivité dans l’apprentissage des
langues étrangères, Langues et apprentissage des langues, Hatier-
Didier, Paris.
• Borg S. (2001), La progression en didactique des langues, Didier, Paris.
• Byram M, Beacco J-C. (2003), Guide pour l’élaboration des politiques
linguistiques éducatives en Europe, Conseil de l’Europe, Strasbourg.
• Byram M., Neuner G., Parmenter L. et autres (2003), La compétence
interculturelle, Conseil de l’Europe, Strasbourg.
• Camilleri G., élaboré et coordonné par (2002), Autonomie de
l’apprenant – La perspective de l’enseignant, Conseil de l’Europe,
Strasbourg.
• Conseil de l’Europe (2001, 2018, 2021), Cadre européen commun de
référence pour l’apprentissage et l’enseignement des langues,
apprendre, enseigner, évaluer, Didier, Paris.
• Crinon J., Gautellier C. (2001), Apprendre avec le multimédia et
Internet, Retz, Paris.
• Dupuis V., Heyworth F., Leban K., Szesztay M., Tinsley T. (2003), Face à
l’avenir, les enseignants de langues à travers l’Europe, Conseil de
l’Europe, Strasbourg.
• Garthier-Thurler (2000), Innover au coeur de l’établissement scolaire,
Ed. ESF, Paris.
• Kaddouri M. (1998), L’innovation en question, Education permanente
N°134, Arcueil.
• Koulayan, N. “Les TICE ou des nouveaux outils entre technique et
transmission des savoirs”, in Cahiers Interdisciplinaires des Sciences du
Langage, n° 16, Université Toulouse-le Mirail, 2002
• Legrand L. (1995), Les différenciations de la pédagogie, PUF, Paris.
• Porcher L. (2004), L’enseignement des langues étrangères, Hachette
éducation, Paris.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: