French Language Teaching Methodology 4100-IIIMDYDJF
Course Content:
1. Language and culture as objects of learning and teaching.
2. The teacher: characteristics, competences, roles, and modes of interaction.
3. The learner: characteristics (age, gender, personality, level of schooling, language proficiency, needs, expectations, motivation, learning styles and strategies).
4. Learners’ competences (according to the CEFR).
5. The task-based approach.
6. CLIL, STEAM, and SABOC approaches.
7. Designing a language course: key documents – the core curriculum, syllabus, course plan, and lesson plan.
8. French for specific purposes (JOZ) in technical secondary schools and stage II vocational schools.
9. Language errors and error correction.
10. Assessment: types of assessment and their functions.
Course coordinators
Type of course
foreign languages
Mode
Prerequisites (description)
Learning outcomes
KNOWLEDGE
1. The student identifies the language resources and communicative language competences appropriate to a specific version of the core curriculum (S1_W03).
2. The student identifies the type of language error (S1_W03).
3. The student lists the characteristics of different teaching methods (S1_W04).
SKILLS
1. The student selects language resources, teaching materials, and methods in order to design a teaching unit (S1_U06).
2. The student formulates clear and accurate instructions for learners that promote language use in action (S1_U14).
SOCIAL COMPETENCES
The student works collaboratively on tasks involving the resolution of didactic and educational problems arising in French language lessons (S1_K03).
Assessment criteria
The requirements for passing the course are
1) attendance (the student is allowed two absences per semester);
2) preparation for classes (reading selected items from the bibliography): 25 points;
3) conducting a teaching session in a microteaching format: 25 points;
4) developing a coherent sequence of lesson plans in accordance with the principles of the task-based approach: 25 points;
5) final test: 25 points.
The final grade is calculated according to the following scale (passing threshold: 60%):
- 60–69%: 3.0
- 70–79%: 3.5
- 80–85%: 4.0
- 86–92%: 4.5
- 93–100%: 5.0
Practical placement
The course is integrated with teaching practice carried out in upper-secondary schools (Stage III of education).
Bibliography
BIBLIOGRAPHY
EPS: European Portfolio for Student Teachers of Languages.
European Language Portfolio for Children and Young People Aged 10 and Over.
Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer. Strasbourg : Council of Europe. 2001.
COURTILLON, J. (2003). Élaborer un cours de FLE. Paris: Hachette.
CUQ, J.-P., GRUCA, I. (2002). Cours de didactique du français langue étrangère. Grenoble: PUG.
DEFAYS, J.-M. (2003). Le français langue étrangère et seconde. Enseignement et apprentissage. Sprimont (Belgique): Mardaga.
GAJEWSKA, E., SOWA, M. (2014). LSP, FOS, Fachsprache… Dydaktyka języków specjalistycznych. Lublin: Werset.
Gębal, P. (2019). Dydaktyka języków obcych. Wprowadzenie. Warszawa: PWN. 2019.
JANOWSKA, I. (2011). Podejście zadaniowe do nauczania i uczenia się języków obcych. Na przykładzie języka polskiego jako obcego. Kraków: Universitas.
SOWA, M. (2014). Enseigner le français sur objectifs spécifiques : de la théorie à la pratique. Lublin: Werset.
KARPIŃSKA-SZAJ, K. (2013). Nauczanie języków obcych uczniów z niepełnosprawnościami w szkołach ogólnodostępnych. Poznań: Wydawnictwo Naukowe UAM.
KOMOROWSKA, H. (2005). Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna.
PERRY, R. (2000). Teoria i praktyka. Proces stawania się nauczycielem. Warszawa: WSiP.
TALBOT, L. (2009). L'Évaluation formative. Comment évaluer pour remédier aux difficultés d'apprentissage. Paris: Armand Colin.
WILCZYŃSKA, W. (2005). Introduction à la didactique du FLE. Kraków: Wydawnictwo FLAIR.
Selected textbooks for teaching French in upper-secondary schools (approved for school use).
JOURNALS
Le français dans le monde– selected issues.
Języki Obce w Szkole – selected issues.
LEGAL ACTS
Journal of Laws 2024, item 1019. Regulation of the Minister of Education of 28 June 2024 amending the Regulation on the Core Curriculum for General Education for General Secondary Schools, Technical Secondary Schools and Stage II Vocational Schools.
Journal of Laws 2018, item 467. Regulation of the Minister of National Education of 30 January 2018 on the Core Curriculum for General Education for General Secondary Schools, Technical Secondary Schools and Stage II Vocational Schools.
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Term 2026Z:
BIBLIOGRAPHY |