Learning a foreign language involves a wide range of cognitive, social and affective skills. The present article gives ideas to develop socio-emotional competencies in English courses: the capacity to identify the emotion, to understand the causes and consequences, to express their emotions and to do so in a socially acceptable manner, to manage stress and to use their emotions to increase the effectiveness of thinking, decision making and actions. Content and language integrated learning (CLIL) is a dual approach aiming to develop both language and academic subject knowledge. It may be gradually introduced, embedding it at three levels: into the classroom (routines, organization, pupils’ behavior), the school and the curriculum. Successful learning in CLIL remains based on (1) communication, (2) ways of engaging in the learning process and (3) the use of meaning-making strategies. We propose a pedagogical sequence (several courses) to learn a second language based on the social and emotional learning approach, and the English coursebook MORE! 7e for primary school pupils (aged 10–11). We combine the specific language learning of the unit—talking about ourselves, people and their feelings—with the development of pupils’ basic emotional competencies, and discuss advantages and disadvantages to consider in order to successfully implement such lessons.
À partir des entretiens menés avec dix enseignant.es de langues étrangères des établissements primaires, secondaires I et post-obligatoires de Genève, nous proposons de mettre en lumière les pratiques utilisées en classe avec les élèves ayant des besoins particuliers. Tout en prenant en compte les approches actuelles dans l’enseignement des langues et les contraintes auxquelles sont soumises les enseignants, nous rapportons les défis actuels posés par l’inclusion d’élèves avec des troubles de dyslexie-dysorthographie.
This contribution deals with the views of in-service school teachers about a good lesson during a four-week period of teaching practice for future teachers as part of their bachelor’s degree and explains the correlation between the teaching practice and the didactics of German as a foreign language and foreign languages didactics in general. After describing the organization of the teaching practice and the theoretical background of the teacher training courses at the university, the contribution goes on to investigate and discuss what the student teachers put into practice in their lesson planning. It emerges that the interviews with the teachers’ mentors about a good language lesson contain both pedagogical as well as didactic themes and that the professionalization of student teachers can differ depending on the in-service teacher.
Depuis la mise en place des manuels Der grüne Max et Junior à l’école primaire, une plateforme numérique, https://romandie.klett-sprachen.de, a été proposée aux enseignants en vue de son intégration en classe, vue comme un support de médiatisation de l’activité d’apprentissage de la langue. Dans cet article, nous proposons une analyse de ses activités (avec un œil particulier sur les dimensions didactiques, numériques et plurilingues), permettant aux enseignant.e.s de saisir ses caractéristiques et potentialités pédagogiques en classe.
Apolline Torregrosa est chargée d'enseignement de didactique des arts, à l'Université de Genève. Ses recherches s'inscrivent autour de la socialisation dans les espaces éducatifs, les dispositifs didactiques en arts et la formation des enseignants
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