French Language Teaching Research Articles

Transforming French language education through multilingual curriculum development: Innovative strategies for culturally inclusive and adaptive learning

This paper explores the transformative potential of multilingual curriculum development in French language education, emphasizing innovative strategies to foster cultural inclusivity and adaptability. It highlights the theoretical foundations of multilingualism, underscoring its role in enhancing linguistic proficiency, cognitive development, and cultural awareness. The study examines approaches to integrating French with other languages, leveraging technology, and adapting teaching methods to diverse cultural backgrounds. Furthermore, it evaluates the impacts of multilingual curricula on learner outcomes while addressing challenges such as resource constraints, curriculum design complexities, and societal resistance. The paper concludes with actionable recommendations for policymakers, educators, and curriculum developers to overcome these obstacles and create inclusive educational environments. Ultimately, this work advocates for multilingual education as a cornerstone of preparing students for success in an interconnected and culturally diverse world. Keywords: Multilingual Curriculum, French Language Education, Cultural Inclusivity, Adaptive Learning Strategies, Educational Innovation, Linguistic Proficiency.

Leveraging technology and artificial intelligence to revolutionize French language proficiency: A comprehensive framework for modern curriculum design

The integration of technology and artificial intelligence (AI) in language education has the potential to revolutionize how French is taught and learned in the modern era. This paper explores a comprehensive framework for modernizing the French language curriculum, emphasizing the transformative role of AI-driven tools in enhancing learner engagement, accessibility, and fluency. It examines advancements such as adaptive learning systems, AI-powered tutors, speech recognition, and gamification, highlighting their ability to personalize instruction and foster immersive learning experiences. Key features of a technology-driven curriculum, including alignment with CEFR standards and inclusivity for diverse learners, are discussed. The paper also addresses challenges such as cost, infrastructure limitations, and ethical concerns related to data privacy and the role of human educators. Recommendations focus on teacher training, infrastructure investment, and collaborative policy development to ensure the successful implementation of AI-enhanced curricula. By leveraging AI's potential while maintaining ethical standards, this approach aims to make French language education more efficient, interactive, and inclusive, meeting the demands of a globalized world. Keywords: Artificial Intelligence, French Language Education, Technology-Driven Curriculum, Adaptive Learning Systems, Immersive Learning, Educational Innovation.

Exploring the Influencing Factors of the Syntactic Priming Effect in French Learners

Abstract: The syntactic priming effect, a prevalent and common linguistic phenomenon, has captured the keen interest of scholars within the realm of second language acquisition, leading to a wealth of insightful research findings. This study focuses on the syntactic priming effect specifically observed in learners of French as a second language. It meticulously reviews the research paradigms frequently adopted in prior experiments and consolidates the influencing factors of the French syntactic priming effect into two primary categories: internal learner factors and external linguistic factors. By scrutinizing these factors, the study uncovers the intricacies that shape the priming effect in French language learning. Furthermore, it pinpoints the limitations inherent in current research endeavors and proposes avenues for future investigations. The ultimate goal of this study is to offer some valuable insights that can help teachers to adapt their teaching methods and enhance French language teaching practices, fostering more effective learning outcomes for students.

Teachers' perceptions and implementations of global Englishes and Frenches in language classrooms

AbstractAn important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K‐12 and university settings in the United States to compare attitudes around varieties of two dominant global languages with colonial legacies through an anonymous questionnaire completed by 36 language teachers. The study aimed to understand to what extent English and French language teachers drew on the linguistic diversity of the respective languages and if there was a connection between received ideas and attitudes around varieties and approaches taken in language classrooms. Findings suggest that language teachers were influenced by their own language learning histories, leading to a misalignment between teaching beliefs and pedagogical practices. Additionally, language teachers were subject to curricular constraints that influenced their teaching practices around language varieties. Implications for teacher education are discussed.

LANGUAGE SKILLS AND SUCCESSFUL MISSION OF UN PEACEKEEPERS: A CASE STUDY OF ACEHNESE POLICEWOMEN

UN peacekeeping operations rely on international cooperation to constitute competitive female peacekeepers. Meanwhile, Indonesia is an active contributor to global peace, yet its women peacekeepers dealt with linguistic challenges to participate in peacekeeping missions in French-speaking countries. This article investigates the exhaustive intellectual and physical performances of a policewoman from Banda Aceh to take part in the MINUSCA ( United Nations Multidimensional Integrated Stabilization Mission in the Central African Republic) 2020-2021. This paper aims to illustrate the theory of feminism by using a descriptive qualitative analysis. In UN peacekeeping missions, having female peacekeepers is crucial for ensuring gender-balanced representation. This study describes how the determinism of the female gender through personal commitment, self-engagement, and motivation is as valuable as the male gender. The data are collected via recorded Zoom meetings. The findings revealed the components of French language proficiency for MINUSCA, learning activities, the Indonesian policewoman’s experiences in learning French, and French language teaching andlearning issues that needed to be addressed in Banda Aceh. In addition, this article underlines factual issues on the absence of an official French language academy in Banda Aceh. Addressing those issues will contribute to maximizing Indonesian human resources for global peace.

Needs Analysis of Multimodal-Based Reading Comprehension Teaching Materials for Level A1 French Language Education Study Program Students

This study aims to obtain information about French Language Education Study Program students' perception of using multimodal texts in Réception Écrite (RE) learning or reading, followed by a needs analysis of multimodal text-based teaching materials. Réception Écrite learning is currently carried out using the book Alter Ego Plus A1. The book is not multimodal. Therefore, it is necessary to develop teaching materials for multimodal-based Réception Écrite courses. Questionnaires were employed to get students' perceptions of the need for multimodal-based Réception Écrite teaching materials. The respondents to this questionnaire were 40 students for the 2021 academic year. The questionnaire employed has been validated by experts. The data obtained from the questionnaire were analyzed using descriptive statistics by calculating percentages. Generally, students already knew and understood a multimodal text. However, in the Réception Écrite course, only 40% of students studied multimodal texts. Students agreed to the use of multimodal texts. They needed multimodal-based Reception Ecrite teaching materials because, currently, there were no multimodal-based textbooks in the French Language Education Study Program. The development of multimodal-based teaching materials in the Réception Écrite course in the French Language Education Study Program must be carried out because this learning provides many benefits to students and lecturers. Benefits for students include interesting, easy to understand, not boring, encouraging students, fun, and others

L’évolution de l’enseignement du français dans le contexte marocain : entre politique linguistique et politiques scolaires

Since gaining independence, Morocco's educational system has undergone a continuous process of modernization, reflecting both the inherent need for constant renewal and the evolving aspirations of a society embracing a globalized future. This dynamic has significantly impacted French language teaching (FLE). This works aims to explore the evolution of FLE instruction in Morocco by examining key reforms implemented over time; reforms which were marked by substantial changes, culminated in the publication of several official reference texts: the 1994 Pedagogical Recommendations, the 2002 Pedagogical Guidelines, and the 2007 Pedagogical Guidelines. Through a brief historical overview, this work sheds light on how FLE instruction has adapted to the Moroccan context, driven by evolving language and educational policies.

Application of Blended Learning in French Teaching Reform

This paper explores the application of blended learning in the reform of French teaching, aiming to address the challenges and issues existing in French language education. Firstly, it provides an overview of the definition, characteristics, and prevalence of blended learning in the field of education. Then, it analyzes the limitations of traditional French teaching models and emphasizes the necessity of reform. Through the introduction of application cases of blended learning in French teaching, it discusses the combination of online teaching tools and offline classroom practices, as well as the effects of blended learning on various language skills. Furthermore, it discusses teaching design and methods, evaluation, and reflection under the blended learning model. Finally, it summarizes the application effects of blended learning in French teaching and prospects for future development directions and challenges.

ATTITUDES OF GREEK FRENCH LANGUAGE TEACHERS ON THE DISTANCE TEACHING OF FRENCH AS A FOREIGN LANGUAGE

The period of the pandemic and the imposed distance teaching in all educational institutions for almost two years changed the way of approaching the subjects on many levels. Teachers were called upon in difficult circumstances and under pressure to adapt their teaching materials, to prioritize their teaching techniques differently, to make use of the available modern and asynchronous communication platforms, restructuring their teaching accordingly. In this article we will present the results of a qualitative research conducted between March-May 2023 in the region of Thessaloniki, aiming to investigate the views of French teachers of public secondary and primary education on the distance teaching of French as a foreign language. The survey involved 20 permanent and contractual French language teachers who were teaching in secondary and primary education during the period of the health crisis. A semi-structured interview was used as a research instrument in order to have a question guide leading to specific answers. Specifically, the following axes, which are the research questions of the study, were posed: a) how did they organize the foreign language lesson during distance education and which teaching techniques were chosen; b) which tools of the WebEx educational platform were used; c) to what extent did they use the educational platforms e-class & E-me education; d) how did they evaluate the degree of development of students' linguistic communicative and pragmatic skills? e) what do they consider to be the main obstacles in distance teaching of foreign language? The teachers in the study have responded to the new challenging data, adapted their teaching practice and raised questions and concerns about distance teaching of French as a foreign language.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0118/a.php" alt="Hit counter" /></p>

The Relevance of French Language Learning to National Development in Nigeria

Language is an integral part of a society and its role in national development cannot be undermined. Since its acceptance as the second official language by Nigerian government, French language has not been given immense attention like English language. This has affected its acquisition and its function as the country’s second official language. Its low acquisition has also affected the country’s bilateral relationship not only with France but also with other francophone countries especially in Africa hence preventing some aspects of socio-economic development. This article examines the relevance of French language learning to national development in Nigeria. It adopts an explorative approach to depict the importance of French language acquisition and Its role in national development. It anchors its analysis on the Nigerian education system to expose why the teaching of French language must be accorded immense importance. The article revealed that Nigeria has the great potential of achieving its development policy if French language becomes as functional as English language. It also recommends among others that the learning of French language should be encouraged and supported in schools for easy acquisition by learners. Keywords: Development Education, French, Language, Nigeria, Schools

From Constraints to Control: The French Language Classroom in Multilingual Nigeria

There are several issues associated with the teaching and learning of French Language in an Anglophone environment like Nigeria. For effective `interaction with the neighbouring countries, Nigerian citizens need the knowledge of French language. Nigeria is an Anglophone country that is surrounded by francophone countries. French Language teachers face a lot of issues while carrying out their day to day activities in the classroom. Some of them include mother tongue interference, lack of use of instructional materials, challenges of the modern technological facilities, confusion of the target French Language, hostile environmental issues, psychological issues, teachers’ personal issues and that of the learners etc. All these issues seem to affect the learning processes in the French Language classrooms. All the above constraints contribute to the poor performance of French language in Nigerian schools; this has led to poor academic achievement of students in French language which has spilled over to poor performance of students in both internal and external examinations.

A Study of French Language Teaching in Primary Schools in China

Since the teaching of French in primary schools is not yet on a large scale in China, there are few references. In addition, the teaching of French in primary school started very late in our country and there are not yet complete standards to be followed, so that in the practice of teaching French in primary school, inevitably there are still a lot of problems to be solved. By combining the status quo of teaching French in primary schools in China, the problems encountered in its practice, the psychological characteristics of children during the learning of foreign languages, this project therefore aims to analyze, to reflect on the teaching of French in primary schools in China, and to propose a viable reflection on its future pedagogical practices, while starting from the organization of the courses, the teaching methods, the selection of the didactic material and stimulation of the interest of schoolchildren.

Difficulties of Reading in French Subject Among Morrocan Middle School Students: Case of Learners in First Year of the Secondary School

As part of the French language teaching staff in the secondary school, we have observed during our French reading activities in the classroom that some of our learners face difficulties in the area of reading, specifically in decoding words, phrases, and texts. These difficulties, which poses a real challenge for us as French teachers and for learners struggling with reading, has led us to write this paper where we aim to analyze the reading errors of these learners by identifying, describing, and explaining their origins. The results of our analysis can serve as a basis for planning remedial activities and developing palliative strategies for teachers and inspectors. The ultimate goal is to support and assist the learners in overcoming the difficulties they encounter in learning this foreign language.

THE EFFECTS OF DIRECT AND INDIRECT WRITTEN CORRECTIVE FEEDBACK ON FRENCH WRITING SKILLS: A COMPARATIVE STUDY

Written corrective feedback (WCF) in second-language writing studies has been conducted over the last two decades to investigate whether it has a positive or negative impact on students' writing skills. Teachers can use direct WCF or indirect WCF strategies to provide this feedback. However, conflicting views still exist on which WCF strategy is most effective in improving second language writing skills. This study aims to examine the effects of implementing direct and indirect written corrective feedback on the enhancement of French writing skills. The research employed a quantitative approach utilizing a static-group pre-test and post-test design. The participants in this study consisted of fifty-six students enrolled in the French Language Education Study Program at a public university in Bandung, Indonesia. They were divided into two experimental groups, referred to as the direct and indirect written corrective feedback groups. They were assessed through a writing test for French narrative texts. The collected data were analyzed using SPSS, employing normality and homogeneity tests, as well as the N-Gain test and Mann-Whitney U test which aimed to determine the average differences and their significance. The findings indicated that the direct written corrective feedback group exhibited a significantly greater improvement (N-Gain score: 0.3229) compared to the indirect written corrective feedback group (N-Gain score: 0.1174). Nonetheless, the statistical analysis utilizing the Mann-Whitney U test found no significant difference in the N-Gain scores between the two WCF classes (p0.05). The results of this research are expected to contribute to second language writing studies and provide insights for teachers in teaching writing in French as a foreign language.

Exploration of the Reform of French Language Instruction as a Second Foreign Language in Application-Oriented Colleges and Universities

The evolution of educational philosophies and shifting demands in talent development have exposed the limitations of traditional French language instruction as a second foreign language. To remain relevant and prepare graduates for the evolving needs of society, reforming French teaching in applied colleges and universities is crucial. This paper examines the current challenges faced by French instruction and argues for necessary reforms. It proposes practical pathways for achieving this aim in the context of applied colleges and universities. The proposal emphasizes striking a balance between teaching language knowledge and fostering language practice skills. Cultivating students’ robust practice awareness and abilities can equip them to become competent applied foreign language professionals who can confidently navigate the demands of the new era.

The Use of Audio-Visual Materials in Promoting the Teaching and Learning of French Language in Ekiti-State

The Use of Audio-Visual Materials in Promoting the Teaching and Learning of French Language in Ekiti-State

French Language Pedagogies in Tanzania: A Critical Analysis of Methods and Approaches and Their Implications for Language Education.

This paper delves into the methodologies employed for teaching French in Tanzania. It begins by examining the existing research conducted by various scholars on French in Tanzania and its integration within the education system. Subsequently, the paper explores the coexistence of foreign languages within the educational system and the utilisation of languages within this framework. Finally, the author presents the critical analysis of approaches, methods, and techniques employed for teaching French, along with their implications for learners in Tanzanian institutions that offer French language education.

The implementation of multiples intelligences theory on french teaching method for young learners age of 6-10 (level A1 of Institut Français d'Indonésie)


 
 
 The teaching method is one important aspect of the language skills of french language teaching. The method affects many things, one of which is the concentration level of children's learning in class. Therefore, of course, it is important to choose a teaching method that suits student needs. Unfortunately, at this time, language teachers tend to equate language teaching methods with language teaching methods for adults so that students who are at the vulnerable age are children (6 to 10 years). This teaching method for them is boring and results in a loss of concentration in their learning after 30 minutes of learning activities. Apparently, this is due to their different learning interests. This interest in learning is caused by a different type of intelligence called The Multiple Intelligences. This type of intelligence includes Linguistic Intelligence, Logical- Mathematical Intelligence, Visual Intelligence, Spatial Intelligence, Musical Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence and Naturalist Intelligence. The method used in teaching foreign languages, especially in french language, should cover various types of student intelligence so that they can produce french teaching methods that can maximize children's language skills. Regarding children's French language skills, the ability to emphasize here is speaking ability because at their age speaking ability is the dominant ability students use in communicating because they have not been able to carry out correspondence activities, therefore language teaching is focused on teaching speaking skills.
 
 

Exploring the impacts of public-private partnership investments and collaborative solutions for tackling inadequate funding in French language education

Educational institutions are shifting from traditional government bonds to the dynamic landscape of Public-Private Partnerships and collaborative funding models. However, limited research efforts have been directed toward studying the effects of Public-Private Partnerships and collaborative funding solutions in education. The methodology of the paper involves a comprehensive literature analysis to examine the existing body of knowledge related to the implementation of Public-Private Partnerships (PPPs) in French language education. This study delineated the critical financial constraints faced by educational institutions, emphasizing the need for innovative approaches. Within the public-private partnership sphere, the study scrutinizes the effectiveness and viability of these collaborative arrangements. In tandem, the study covered perspectives on the multifaceted impacts of collaborative investments, recognizing the potential of these collaborations to ameliorate the financial gaps in French language education. The study proposed strategies for fostering effective Public-Private Partnerships, offered guidance for educational leaders and policymakers, and illuminated future considerations and emerging trends that may transform the funding landscape in French language education. The culmination of this study is a synthesis of key opinions and findings, shedding light on the implications for the future of French language education and the prospects of addressing inadequate funding. The study provided valuable perspectives and recommendations for stakeholders, policymakers, and educators grappling with the persistent challenge of funding within the sphere of French language education.

Education as Mêlée: Jean-Luc Nancy's Singular Plural in the (French) Language and Culture Classroom

Abstract: In this article, I explore the significance that Jean-Luc Nancy's concept of the mêlée and his broader thinking on the singular plural hold for the teaching of French language and culture. I make the case that the mêlée provides a lens for seeing subjectivity as open-ended and dynamic and argue that it offers a valuable alternative to the dominant Levinasian paradigm of alterity in the educational space. This alternative allows otherness to be respected while avoiding its relegation to the sphere of the entirely unknown and irrelevant, thus paving the way for more enriching encounters in the classroom.