Dutch as a foreign language methodology [ LGERM2523 ]

The students are asked to do some further readings (articles, manuals and information found on the web).

1. The goals and objectives of the teaching of Dutch as a foreign language [in secondary schools in the French speaking Community of Belgium].

2. The description and illustration of approaches, aids and teaching/learning techniques in the field of Dutch as a foreign language.

3. The role of tasks in language learning and teaching (simple vs. complex, pedagogic vs. functional, formal vs. significative, verbal vs. non verbal aspects).

4. The conception and critical discussion of teaching/learning sequences (including formative and certificative testing).

The required level of communicative competence is described as follows:

- Reading comprehension. Being able to autonomously understand factual texts as well as specialised articles pertaining to the field of teaching and education. Level C2 of the Common European Framework ".

- Listening Comprehension.

1. Individual : Having no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided the student is given some time to get familiar with the accent.. Being able to understand audiovisual documents pertaining to the field of education.

2. Interactive : Being able to understand a natural conversation between several native speakers on a subject related to the field of teaching or education. Level C2 of the Common European Framework ".

- Speaking (main objective).

1. Individual : Being able to give a clearly developed presentation on a subject in the field of education or teaching, with only occasional reference to written notes. Being able to give a clear, detailed and extended description or account of a topic related to the field of education, integrating themes, developing particular points, and concluding appropriately..

2. Interactive : Being able to take part, unprepared, in a conversation on topics related to the field of education Being able to prepare, organise, and manage a conversation class, alone or as part of a group. Being able to actively take part in a conversation in familiar situations, being able to present and defend personal opinions. Being able to communicate with such a degree of spontaneity and fluency that normal interaction with native speakers can occur. Being able to take part in discussions about teaching and education in a fluent and efficient way. Being able to skilfully relate one's own contributions to those of other speakers. Level C1 of the Common European Framework".

- Writing. Being able to write messages related to the field of education, and take part in an internal web-based discussion forum. Level C1 of the Common European Framework.

- Code. Students should have full command of the functions of language, and of simple and complex grammatical structures, they should use a wide range of vocabulary (both general and specific). Pronunciation and intonation must not impede spontaneous and easy communication. Particular focus will be put on " classroom language ".

The students should acquire the knowledge, the skills and know-how as well as the existential competence (the so-called "savoir-être") necessary to teach Dutch as a foreign language in secondary schools (the so-called "Enseignement de transition de la CFWB"). Demonstrate a high level of communicative competence in the target language.

The oral examination consists in:

1.The oral presentation and discussion of the teaching/learning sequence which has been presented and analysed during the seminar part of the course. This new presentation will integrate the remarks, suggestions and advice expressed by the peer group and the advisor during the initial presentation. It should be stressed that class participation is clearly essential to the educational goals of this course. If listening material is included in the didactic sequence, it makes part of the exam and will be handed-over to the assessor when the examination takes place.

2. An oral exam for communicative competence which will reflect the situations and activities covered in class. The students' communicative competence will be assessed, as well as their knowledge of the course notes (vocabulary, grammar, pronunciation, and " classroom language "). Final assessment will also take account of the work done during the quadrimester. (continuous assessment).

Course materials. Syllabus for part one. Course notes Communication skills for student teachers for part two.

The first part (15 h) consists in lectures, while the seminar part will take the form of workshops. During the first part, the following themes will be presented : (i) the goals and objectives of the teaching of Dutch as a foreign language; (ii) the description and illustration of approaches, aids and teaching/learning techniques in the field of Dutch as a foreign language; the role of "tasks" in language learning and teaching will be examined in detail; (iv) the conception and critical discussion of teaching/learning sequences (including formative and certificative testing). In the first part of the seminar session (15 h), students present lessons/ teaching sequences which are analyzed and discussed in connection with their further reading, personal experience and first teaching practice. This part is devoted to micro-teaching : students choose their own subject matters, present a so-called teaching period and the different parts of their lessons are analysed and discussed by the peers. In the second part of the seminar session (20h), The students will take part in a variety of activities enabling them to practise and improve their communication skills and their command of the (mainly spoken) language. A few examples of situations or activities include: debates and discussions, role plays, short lectures, lessons taught, self-study of grammar and vocabulary, self study of "classroom language". Before each activity the students will receive a range of tools (communication techniques, language functions, general and specialised vocabulary, grammatical reminders,') and resources (written and audiovisual documents, web sites,'), which will enable them to be fully efficient in the activities organised, provided they have taken the trouble to prepare those activities carefully. Feedback will be given and remedial exercises may be suggested. Clear, detailed instructions will be given to the students before each activity.

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