Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Languages & Cultures School
This course focuses on current debates relating to teaching and learning French, seen from a French-speaking perspective. It is therefore an ideal course for anyone aiming to teach French as a foreign language or to teach English (or another language) in a French-speaking country. However, it is also of interest to advanced students interested in managing their own lifelong-learning of French after graduation.
A work-integrated learning component sees students participate in peer-learning support for beginner students of French, for 6 weeks of the course.
Through guided readings, reflection, debate and practical activities, this course aims to develop critical awareness of current thinking about the teaching and learning of French and how to apply that knowledge to teaching others, and to managing self-directed learning. It's therefore a course for future language teachers, for lifelong learners of French, and any student of French who wants to demonstrate to a future employer that they have the ability to read specialist texts, synthesize them, use their French in practical ways and reflect on their experience with reference to current theory.ﾠ
We look at current thinking from researchers and practitioners working in teaching and learning for French as a foreign language (français langue étrangère). There is also a strong practical component. We are very interested in your knowledge and experiences and how they can be illuminated by, and illuminate, the concepts studied. In addition, in Week 8, the class will include a "meet the practitioners" session, where current teachers of French join us to discuss their experiences.
From Weeks 8ﾠ- 13,ﾠyou step up to the tutor's seat: your own class hours scale back to 2, and you plan and deliver a weekly hour of peer-learning support to a small (2 - 3)ﾠgroup of students enrolled in FREN1010 Introductory French 1 or FREN1020 Introductory French 2. Please note: if you are already coaching or tutoring students and you would like to use that work as the basis for your project, please contact Barbara so that we can discuss how this would work.ﾠThis peer-learning support can take place online.
We hope that you will enjoy teaching and learning French and learning about teaching and learning French with us this semester.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
FREN3114 or equivalent or permission of the Course Coordinator
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
SLAT2001/SLAT2002
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
In weeks 8ﾠ - 13, scheduled class contact is reduced from 3 to 2 hours, with students undertaking one hour of work integrated learning as their third hour, at a time which they will arrange themselves.
FREN3375 is offered both externally and internally with both cohorts taught at the same time through dual delivery. External students and internal students will be able to interact and work together.
For your own tutoring, you have a choice between offering it in person or online.ﾠ
Public holidays:
Alternative arrangements for affected students will be announced through the Blackboard site.
Class allocation:
In order to optimise the student experience, it may be necessary to reallocate students to a different class from their first choice. Before this happens, every effort will be made to enable students to voluntarily change into an alternative class that is suitable.
Please note: Teaching staff do not have access to the timetabling system to help with class allocation. Therefore, should you need help with your timetable and/or allocation of classes, please ensure you email hass.mytimetable@uq.edu.au from your UQ student email account with the following details:
- Full name,
- Student ID, and
- the Course Code
Additional information and support can be found here.
Aims and outcomes
This course aims to allow students to familiarise themselves with current debates around the teaching and learning of French as a foreign language; to give them the opportunity to plan and deliver learning activities; to encourage them to develop as reflective language teachers and lifelong learners. Students have the opportunity to demonstrate their ability to link theory and practice.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
demonstrate knowledge of current issues related to the teaching of French as a foreign language, from a French perspective
LO2.
demonstrate the ability to design, deliver and evaluate French language learning activities tailored to a specific audience
LO3.
discuss relevant scholarly literature and its application to practice
LO4.
demonstrate French language skills at high B2 to C1 level on the CEFR.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution, Quiz, Reflection |
Séquence : Préparation et Discussion / Sequence: Preparation and Discussion
|
20% |
29/07/2024 2:00 pm 5/08/2024 2:00 pm 12/08/2024 2:00 pm 19/08/2024 2:00 pm 2/09/2024 2:00 pm 16/09/2024 2:00 pm 30/09/2024 2:00 pm 8/10/2024 2:00 pm 14/10/2024 2:00 pm 21/10/2024 2:00 pm |
| Placement |
Tutorat : Peer learning support
|
Hurdle |
9/09/2024 - 25/10/2024
You should plan to deliver weekly sessions of peer learning support from Weeks 8 - 13. |
| Essay/ Critique, Quiz, Reflection |
Travail en ligne récapitulatif : Online revision task
|
20% |
19/09/2024 - 20/09/2024
Timed task on Inspera: 80 minutes to complete with the window 1pm 19/09 - 1pm 20/09 |
| Paper/ Report/ Annotation, Essay/ Critique, Reflection |
Dossier et réflexion : Dossier and Reflection
|
35% |
6/11/2024 5:00 pm |
| Presentation |
Mini-présentation et entretien : Mini-presentation and interview
|
25% Hurdle |
11/11/2024 - 15/11/2024
Dates to be negotiated after publication of exam timetable so students know their availability; remembering that the course co-ordinator needs to read the essays before the oral. |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Séquence : Préparation et Discussion / Sequence: Preparation and Discussion
- In-person
- Online
- Mode
- Oral, Written
- Category
- Participation/ Student contribution, Quiz, Reflection
- Weight
- 20%
- Due date
29/07/2024 2:00 pm
5/08/2024 2:00 pm
12/08/2024 2:00 pm
19/08/2024 2:00 pm
2/09/2024 2:00 pm
16/09/2024 2:00 pm
30/09/2024 2:00 pm
8/10/2024 2:00 pm
14/10/2024 2:00 pm
21/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
In weeks 2-5, 7 and 9-13, one hour of class time is spent on a designated document (journal article/ report/ book chapter/ video resource). Every week you should prepare the document in order to be able to participate in class discussion. A short set of preparation questions guides your reading.
To acknowledge this work, every week when there is a text to prepare you can earn 4% towards your final mark, with the best 5 weeks counting.
- Two marks can be earned for the preparation questions, completed on Inspera. The preparation will be marked according to the criteria sheet available on Blackboard and embedded in the Inspera exercise, on whether or not pertinent answers have been supplied to the questions. With one exception, the preparation should be submitted by 2pm on the Monday of our class. Monday 07/10 is a public holiday - in that week the preparation questions are due on Tuesday at 2pm.
- Two marks can be earned for discussion in class. Discussion will be marked according to the criteria sheet available on Blackboard, on your capacity to participate reflectively in discussion of the prepared texts.
Note that this is a mark of 4 for each week: it is not possible to count the preparation from one week and the discussion for another week. Note also that is possible to manage your time such that you submit the marked written preparation before doing the practical component in the second part of semester: if you organize yourself in this way, in the second part of semester you won't need to write out your answers on Inspera.
These tasks allow you to operate at Levels B2 - C1 of the Common European Frame of Reference for languages on the illustrative scales noted below. For the full descriptors of these levels, see the "Contrôle" section of the Blackboard site.
- Reading for information and argument
- Formal discussion (meetings)
- Communication strategies
Format. Inspera Assessment is a secure e-assessment platform which you can access from a desktop, laptop or tablet. A phone is unlikely to be large enough to allow you to complete this item. Further details, including an introduction to Inspera functionality, practice opportunities, and where to go for support, will be provided in the Blackboard site for this course by Week 1 of semester.
Use of Generative AI: This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Online submission via Inspera + discussion in class
Deferral or extension
You cannot defer or apply for an extension for this assessment.
The series of preparatory questions will be largely answered in class discussion, one hour after the submission time. It is therefore not possible to offer an extension, since answers to the questions will be given in class. However, there are 10 opportunities to earn these points, counting five weeks’ performances, allowing students flexibility.
Late submission
Late submission is not possible - see notes on extensions.
Tutorat : Peer learning support
- Hurdle
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Hurdle
- Due date
9/09/2024 - 25/10/2024
You should plan to deliver weekly sessions of peer learning support from Weeks 8 - 13.
- Other conditions
- Work integrated learning.
- Learning outcomes
- L01, L02
Task description
Work Integrated Learning component : From Week 8 onwards you provide peer learning support to small groups (2 - 3 students) from FREN1010 Introductory French 1 or FREN1020 Introductory French 2. This is an important commitment to the students with whom you are scheduled to work. If you are sick, you are expected to reschedule the session. You should plan and deliver 6 hours of peer learning support. The sessions may be run in person or online.
If you do not deliver at least 5 sessions, your grade for the course is capped at 3.
Hurdle requirements
Given the importance of your commitment to providing learning support to students in the practical part of the course, this is a hurdle requirement. If you provide less than five sessions, your grade is capped at 3.Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
If you cannot complete the minimum number of tutorial sessions before the end of Week 13, you may apply for an extension into the first week of exam period. However: this may mean that you will also need to apply for an extension on the reflective essay.
Travail en ligne récapitulatif : Online revision task
- Online
- Mode
- Written
- Category
- Essay/ Critique, Quiz, Reflection
- Weight
- 20%
- Due date
19/09/2024 - 20/09/2024
Timed task on Inspera: 80 minutes to complete with the window 1pm 19/09 - 1pm 20/09
- Other conditions
- Time limited.
- Learning outcomes
- L01, L03, L04
Task description
In Week 9, you have an opportunity to demonstrate your understanding of and ability to apply content from Weeks 1 – 7. You complete an online revision task (ORT): while the task is available from 1pm 19th September to 1pm 20th September, once you have opened it you have 80 minutes to complete and submit your work. (Please note, in order to have your full 80 minutes, you should start no later than 11.40 am on the 20th).
The ORT contains 2 sections.
- Part (A): Understanding of concepts. You receive 1 matching question (labelling examples); plus three short answer questions from which you pick two. Approx 100 words in total.
- Part (B): Application of concepts. You receive 2 questions from a pool of questions, and you write 200 words in response to the question of your choice.
These two parts are taken into consideration equally for the 12 marks relating to displayed knowledge of course content and the ability to apply it; both contribute to the mark for linguistic accuracy (see the criteria sheet on Blackboard).
This ORT allows you to demonstrate your ability to operate at high B2 level on the CEFR scales indicated below (for full descriptors, see the "Contrôle" section of the BB site).
- Reading for information and argument
- Written production: Reports and essays
Your mark will be reduced proportionally if you do not meet the word length requirements.
Permitted materials: You are allowed to consult any dictionary (French-French or French- the language of your choice; electronic or on paper); verb tables; any of the course materials; you can use spell check and BonPatron (online corrector). However, the work should be your own: you should not consult with anyone else to understand the questions or to produce your answer.
Exam adjustments: If the University has recognized your right to exam adjustments such as extra time, you still need to apply for them to be put in place for this assessment item (see information on Alternative exam arrangements on the UQ website). Although this assessment item is not officially an exam, extra time requirements should be applied since it is a timed assessment item.
Use of Generative AI: This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Format. Inspera Assessment is a secure e-assessment platform which you can access from a desktop, laptop or tablet. A phone is unlikely to be large enough to allow you to complete this task. Further information on Inspera is available on the course Blackboard site.
Submission guidelines
Inspera (online assessment platform).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
The ORT closes 80 minutes after opening or at 1pm on the 20th September, which ever comes first. It is not possible to submit late.
Dossier et réflexion : Dossier and Reflection
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique, Reflection
- Weight
- 35%
- Due date
6/11/2024 5:00 pm
- Other conditions
- Work integrated learning.
- Learning outcomes
- L01, L02, L03, L04
Task description
You present a dossier and reflection relating to your peer learning support experience. What counts here is your ability to present an analysis of your experience, not the success of your tutoring itself.
Portfolio – 750 words (+ / - 10%), excluding any references or appendices
A summary of each of the peer-learning sessions you facilitated, according to a simple set of guidelines (e.g. who attended; overall goals; list of activities; where the actual lesson deviated from the plan; what worked, what didn’t). The use of note form in some sections is acceptable. You are welcome to include materials you developed in an appendix. If you used sources such as websites, textbooks or Generative AI in the production of your plans or materials, this should be referenced.
Reflective essay – 1500 words (+/- 10%) excluding references and any appendices
A reflection on your experience presented as a clearly structured essay with an academic title. The essay should include:
- an introduction which states the specific question(s) which you will address and explains the structure of the essay
- a background information section which gives the key details about your peer learning support experience
- a literature review/ introduction to key concepts (summary of ideas which are important for your topic and analysis)
- analysis/discussion of your experience, which includes specific examples and makes reference to the published literature and class discussion which may help to explain or which may be at odds with your experience as a tutor
- a conclusion which presents suggestions for future practice, either as a teacher or as a learner.
- reference list (any referencing system is acceptable as long as it is consistently applied).
Beyond these guidelines, it is up to you to choose what to include in your essay, although some suggestions are given below. You do not need to cover all of these, and you may include other ideas as they seem appropriate:
- Personal characteristics of the participants: age, languages known, previous experience as learner or teacher, and their impact on the experience
- Attitudinal factors
- Teaching mode: technological interface/ face to face delivery
- Teaching approach: how was language was presented: tasks, games, rules, examples? from a book?; attitude to error correction?
- Skills taught: cultural knowledge; language consolidation; listening comprehension; oral production, oral interaction, reading comprehension
- Language use: fluency/lack of it; conscious/unconscious use; code-switching
This task allows you to demonstrate competence at Level C1 on the CEFR scale for Written Production: Reports and Essays. See Blackboard for the detailed descriptors.
Marking criteria: Clarity of explanations (dossier); analytical quality; genre; linguistic repertoire; linguistic accuracy. See detailed criteria sheet on Blackboard. Marks will be reduced for work that doesn't meet the minimum word length.
Use of Generative AI: This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
On Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Please note that if you request an extension on this assessment item, depending on the length of the extension, it may be necessary to request an extension on the mini-presentation and interview, since the course co-ordinator needs to read the essay before the oral. Please email the course co-ordinator who will advise you whether an extension on the oral is necessary.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Mini-présentation et entretien : Mini-presentation and interview
- Hurdle
- Identity Verified
- In-person
- Mode
- Oral
- Category
- Presentation
- Weight
- 25% Hurdle
- Due date
11/11/2024 - 15/11/2024
Dates to be negotiated after publication of exam timetable so students know their availability; remembering that the course co-ordinator needs to read the essays before the oral.
- Learning outcomes
- L01, L02, L03, L04
Task description
Topic: You present your analysis of your experience working as a peer tutor this semester; and are interviewed about it. Detailed instructions re the content will be posted on Blackboard.
- Presentation: You have four minutes to present a summary of your reflection on your tutoring experience this semester. In preparing the presentation, you can assume that the staff have some familiarity with your dossier and reflection, but you should remind them of the main points. You use Powerpoint (or similar) to help present the information. Additional notes are limited to five bullet points of five words each.
- Interview: Your presentation will be followed by around six minutes of discussion with two members of staff.
This task allows you to demonstrate competence at B2-C1 level on the CEFR scales for oral production and oral interaction.
Marking criteria: Coherence and logic; characteristics of an oral presentation; characteristics of oral discussion; linguistic repertoire; linguistic accuracy; pronunciation and intonation. See detailed criteria sheet on Blackboard.
Recording: The orals will be filmed so that there is a record of your performance. The recordings will be retained for 12 months on a secure UQ system in accordance with UQ policy specifically 3.10.02 Assessment Section 6.0(3) (https://ppl.app.uq.edu.au/content/3.10.02-assessment). Access to recordings will be limited to the relevant School, Faculty and Student & Academic Services staff and only accessed for the purpose of reviewing recordings in the event of issues or concerns raised regarding the task.
Use of Generative AI: This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
This is an Identity Verified Assessment Hurdle: you require at least 40% (10/ 25) on this assessment item to get a final grade higher than 3.Submission guidelines
Format: In-person students present and discuss face to face; External students have a choice between presenting online or face-to-face.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: A grade of 1 corresponds to a final percentage in the 0 - 24% range. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: A grade of 2 corresponds to a final percentage in the 25 - 44% range. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A grade of 3 corresponds to a final percentage in the 45% - 49% range. Students with a grade of 3 may apply for supplementary assessment. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A grade of 4 corresponds to a final percentage in the 50 - 64% range, unless you have not met the hurdle requirements, in which case the final grade is capped at 3. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A grade of 5 corresponds to a final percentage in the 65 - 74% range, unless you have not met the hurdle requirements, in which case the final grade is capped at 3. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A grade of 6 corresponds to a final percentage in the 75 - 84% range, unless you have not met the hurdle requirements, in which case the final grade is capped at 3. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: A grade of 7 corresponds to a final percentage in the 85 - 100% range, unless you have not met the hurdle requirements, in which case the final grade is capped at 3. |
Additional course grading information
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks |
General contact hours |
Semaine 8 / Week 8 : Tutorat (1 heure) / Peer learning support (1 hour) Vous proposez des activités d'apprentissage aux étudiants au niveau débutant à une heure de votre choix. You provide peer learning support to beginner students of French at a time you choose. Learning outcomes: L01, L02 |
Week 1 (22 Jul - 28 Jul) |
General contact hours |
Semaine 1 / Week 1 : Panorama pédagogique - TD (3 heures) / Pedagogical Panorama - Tutorial (3 hours) Panorama pédagogique : comment le français a-t-il été enseigné et comment est-il enseigné aujourd'hui ? Pedagogical Panorama: Teaching French yesterday and today Learning outcomes: L01, L03, L04 |
Week 2 (29 Jul - 04 Aug) |
General contact hours |
Semaine 2 / Week 2 : CECRL - TD (3 heures) / CEFR - Tutorial (3 hours) CECRL : Le Cadre Européen Commun de Référence pour les langues est un point tournant dans la façon dont les compétences langagières sont décrites. CEFR - The Common European Framework for Languages: A germinal moment in the description of languages Learning outcomes: L01, L03, L04 |
Week 3 (05 Aug - 11 Aug) |
General contact hours |
Semaine 3/ Week 3 : Approche actionnelle - TD (3 heures) / Action-based teaching - Tutorial (3 hours) Approche actionnelle : nous travaillons cette approche actuelle et vous concevez une tâche conforme à ses principes. Action-based teaching: we investigate this current approach and you design a task following its principles Learning outcomes: L01, L02, L03, L04 |
Week 4 (12 Aug - 18 Aug) |
General contact hours |
Semaine 4/ Week 3 : Le jeu en classe de FLE - TD (3 heures) / Games in the language classroom - Tutorial (3 hours) Le jeu en classe de FLE. Des activités ludiques pour apprendre ? Venez jouer et organiser des jeux cette semaine ! Games in the language classroom: playing to learn? Come play with us, and implement your own game. Learning outcomes: L01, L02, L03, L04 |
Week 5 (19 Aug - 25 Aug) |
General contact hours |
Semaine 5/ Week 5 : Numérique et apprentissage - TD (3 heures) / Digital technologies and language learning - Tutorial (3 hours) Numérique et enseignement/ apprentissage Qu'est-ce que le numérique a changé dans l'enseignement des langues et que va-t-il changer à l'avenir ? Digital technologies and language learning: what has changed and what will change in the future? Learning outcomes: L01, L02, L03, L04 |
Week 6 (26 Aug - 01 Sep) |
General contact hours |
Semaine 6/ Week 6 : Séquence pédagogique - TD (3 heures) / A pedagogical sequence - Tutorial (3 hours) Séquence pédagogique : Réfléchissons à la planification d'un cours. A pedagogical sequence: Planning a lesson. Learning outcomes: L01, L02, L03, L04 |
Week 7 (02 Sep - 08 Sep) |
General contact hours |
Semaine 7 / Week 7 : Correction des erreurs - TD (3 heures) / Corrective feedback - Tutorial (3 hours) Correction des erreurs : L'erreur est humaine - comment la traiter chez l'apprenant ? Corrective feedback: To err is human, so how can we best respond to learner errors? Learning outcomes: L01, L02, L03, L04 |
Week 8 (09 Sep - 15 Sep) |
General contact hours |
Semaine 8/ Week 8 : Rencontre avec des professeurs - Séminaire (2 heures) / Meet the teachers - Seminar (2 hours) Discussion avec des professeurs de leurs carrières et pratiques de classe. Meet French teachers from the school sector and discuss their work with them. Learning outcomes: L01, L04 |
Week 9 (16 Sep - 22 Sep) |
General contact hours |
Semaine 9 / Week 9 : Tutorat (1 heure) / Peer learning support (1 hour) Vous proposez des activités d'apprentissage aux étudiants au niveau débutant à une heure de votre choix. You provide peer learning support to beginner students of French at a time you choose. Learning outcomes: L01, L02 |
General contact hours |
Semaine 9/ Week 9 : Motivation et apprentissage - TD (2 heures) / Motivation and learning - Tutorial (2 hours) Motivation et apprentissage. Comment les chercheurs décrivent-ils la motivation des apprenants et quels effets a-t-elle sur l'acquisition d'une langue ? Motivation and learning. How do researchers describe learner motivation and the effects that motivation has on their learning? Learning outcomes: L01, L02, L03, L04 |
|
Week 10 (30 Sep - 06 Oct) |
General contact hours |
Semaine 10 / Week 10 : Tutorat (1 heure) / Peer learning support (1 hour) Vous proposez des activités d'apprentissage aux étudiants au niveau débutant à une heure de votre choix. You provide peer learning support to beginner students of French at a time you choose. Learning outcomes: L01, L02 |
General contact hours |
Semaine 10/ Week 10 : Stratégies de communication - TD (2 heures) / Communication strategies - Tutorial (2 hours) Stratégies de communication : Comment faire pour communiquer et la question des "bonnes" et des "mauvaises" stratégies. Communication strategies: Are there "good" and "bad" strategies? Learning outcomes: L01, L02, L03, L04 |
|
Week 11 (07 Oct - 13 Oct) |
General contact hours |
Semaine 11 / Week 11 : Tutorat (1 heure) / Peer learning support (1 hour) Vous proposez des activités d'apprentissage aux étudiants au niveau débutant à une heure de votre choix. You provide peer learning support to beginner students of French at a time you choose. Learning outcomes: L01, L02 |
General contact hours |
Semaine 11/ Week 11 : Insécurité linguistique - TD (2 heures) / Linguistic insecurity - Tutorial (2 hours) Insécurité linguistique. Qu'est-ce que c'est et comment l'assumer ? Linguistic insecurity: What is it and how can I stop it ruining my life? PLEASE NOTE : AN ALTERNATIVE TIME WILL BE NEGOTIATED WITH STUDENTS, SINCE THE MONDAY IS A PUBLIC HOLIDAY. Learning outcomes: L01, L02, L03, L04 |
|
Week 12 (14 Oct - 20 Oct) |
General contact hours |
Semaine 12 / Week 12 : Tutorat (1 heure) / Peer learning support (1 hour) Vous proposez des activités d'apprentissage aux étudiants au niveau débutant à une heure de votre choix. You provide peer learning support to beginner students of French at a time you choose. Learning outcomes: L01, L02 |
General contact hours |
Semaine 12/ Week 12 : Interculturalité et apprentissage d'une langue - TD (2 heures) / Interculturality and language learning- Tutorial (2 hours) Interculturalité et apprentissage d'une langue. Qu'est-ce que c'est, l'approche interculturelle ? Interculturality and language learning Learning outcomes: L01, L02, L03, L04 |
|
Week 13 (21 Oct - 27 Oct) |
General contact hours |
Semaine 13 / Week 13 : Tutorat (1 heure) / Peer learning support (1 hour) Vous proposez des activités d'apprentissage aux étudiants au niveau débutant à une heure de votre choix. You provide peer learning support to beginner students of French at a time you choose. Learning outcomes: L01, L02 |
General contact hours |
Semaine 13/ Week 13 : Auto-apprentissage - TD (2 heures) / Self-managed learning - Tutorial (2 hours) Auto-apprentissage. Comment gérer son propre apprentissage ? Self-managed learning: Taking control Learning outcomes: L01, L02, L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.