Skip to main content

Proposed new MFL level descriptions

QCA a publié des descriptions de niveaux qui entreraient en vigueur en 2011. Au lieu d'avoir quatre "attainment targets" (Listening, Speaking, Reading, Writing), on nous propose deux catégories linguistiques (Speaking/Listening et Reading/Writing), plus une troisième qui porte le nom "intercultural understanding". Les enseignants ont le droit de commenter sur ces nouvelles descriptions jusqu'au 24 juillet. JE VOUS CONSEILLE DE DONNER VOTRE AVIS.

A priori, ce qui me vient à l'esprit, c'est qu'on nous demande à KS3 de contrôler les connaissances inter-culturelles des élèves, mais qu'au niveau A-level on nous demande expressément de ne pas le faire! Notre rôle principal devrait demeurer l'apprentissage d'une langue, pas d'une culture. Certes, nous avons un rôle important à jouer dans la lutte contre la xénophobie, mais on ne devrait pas nous demander de mesurer ce qui est quasiment impossible à mesurer!

Dans un deuxième temps si on nous incite à faire parler et écrire les élèves en anglais dans le but de favoriser cette compréhension inter-culturelle, on va certainement réduire leur capacité de communiquer dans la langue cible. C'est un véritable pas en arrière.

Troisièmement on a classé Speaking avec Listening essentiellement pour simplifier le système; pourquoi pas classer Speaking avec Reading, par exemple?

Finalement, quel niveau va-t-on donner à un élève qui soit fort en connaissances inter-culturelles mais faible en langue?

Donc ma première impression est forcément négative. C'est une réforme qui suit celle des écoles primaires, mais elle va dans un mauvais sens. Cela sent la mode! QCA devrait sortir de cette impasse le plus vite possible.

Voici les descriptions en détail pour les langues vivantes:
http://www.qca.org.uk/libraryAssets/media/095654_QCA_S_Levels_ForeignModLang_final.pdf

Voici la raison d'être de cette réforme:

http://www.qca.org.uk/libraryAssets/media/95805_QCA_Overview_Doc_final.pdf

Voici quelques commentaires dans le forum du TES:

http://community.tes.co.uk/forums/t/321285.aspx

Pour participer à la consultation:

https://qca.custhelp.com/cgi-bin/qca.cfg/php/enduser/doc_serve.php?&5=46

Comments

  1. This comment has been removed by the author.

    ReplyDelete
  2. J'ai lu avec beaucoup d'interet ce message. Je suis prof de francais d'ecole secondaire a melbourne et notre curriculum a egalement change ces deux dernieres annees.

    Etonnement, 'listening' et 'speaking' sont dans la meme rubrique. C'est un vrai probleme, parce que ces deux categories sont tres differentes et je ne comprends pas pourquoi on nous demande une seule note pour les deux.

    Nous avons enormement de problemes aussi en ce qui concerne la mesure des connaissances interculturelles. Quelle que soit la solution que nous proposons (c'est-a-dire donner aux etudiants une note sur une presentation devant la classe, ou sur une redaction qui demontre les connaissances des registres de langue), elle ne nous semble pas satisfaisante. Je suis tres curieux de savoir comment vous allez interpreter cette categorie. Pourriez-vous me le faire savoir si vous trouvez une solution?

    Encore merci,

    Olivier

    ReplyDelete
  3. Pour le moment les nouvelles descriptions sont provisoires et si suffisamment de nos profs expriment leur désaccord il est possible que la réforme n'ait pas lieu. J'ai peur que le gouvernement (sous forme du QCA) ait déjà pris sa décision. Je crois que les descriptifs linguistiques et culturels sont incompatibles.

    ReplyDelete

Post a Comment

Popular posts from this blog

A zero preparation fluency game

I am grateful to Kayleigh Meyrick, a teacher in Sheffield, for this game which she described in the Languages Today magazine (January, 2018). She called it “Swap It/Add It” and it’s dead simple! I’ve added my own little twist as well as a justification for the activity.

You could use this at almost any level, even advanced level where the language could get a good deal more sophisticated.

Put students into small groups or pairs. If in groups you can have them stand in circles to add a sense of occasion. One student utters a sentence, e.g. “J’aime jouer au foot avec mes copains parce que c’est amusant.” (You could provide the starter sentence or let groups make up their own.) The next student (or partner) has to change one element in the sentence, and so on, until you restart with a different sentence. You could give a time limit of, say, 2 minutes. The sentence could easily relate to the topic you are working on. At advanced level a suitable sentence starter might be:

“Selon un article q…

Google Translate beaters

Google Translate is a really useful tool, but some teachers say that they have stopped setting written work to be done at home because students are cheating by using it. On a number of occasions I have seen teachers asking what tasks can be set which make the use of Google Translate hard or impossible. Having given this some thought I have come up with one possible Google Translate-beating task type. It's a two way gapped translation exercise where students have to complete gaps in two parallel texts, one in French, one in English. There are no complete sentences which can be copied and pasted into Google.

This is what one looks like. Remember to hand out both texts at the same time.


English 

_____. My name is David. _ __ 15 years old and I live in Ripon, a _____ ____ in the north of _______, near York. I have two _______ and one brother. My brother __ ______ David and my _______ are called Erika and Claire. We live in a _____ house in the centre of ____. In ___ house _____ …

Preparing for GCSE speaking: building a repertoire

As your Y11 classes start their final year of GCSE, one potential danger of moving from Controlled Assessment to terminal assessment of speaking is to believe that in this new regime there will be little place for the rote learning or memorisation of language. While it is true that the amount of learning by heart is likely to go down and that greater use of unrehearsed (spontaneous) should be encouraged, there are undoubtedly some good techniques to help your pupils perform well on the day.

I clearly recall, when I marked speaking tests for AQA 15-20 years ago, that schools whose candidates performed the best were often those who had prepared their students with ready-made short paragraphs of language. Candidates who didn't sound particularly like "natural linguists" (e.g. displaying poor accents) nevertheless got high marks. As far as an examiner is concerned is doesn't matter if every single candidate says that last weekend they went to the cinema, saw a James Bond…

Worried about the new GCSEs?

Twitter and MFL Facebook groups are replete with posts expressing concerns about the new GCSEs and, in particular, the difficulty of the exam, grades and tiers. I can only comment from a distance since I am no longer in the classroom, but I have been through a number of sea changes in assessment over the years so may have something useful to say.

Firstly, as far as general difficulty of papers is concerned, I think it’s fair to say that the new assessment is harder (not necessarily in terms of grades though). This is particularly evident in the writing tasks and speaking test. Although it will still be possible to work in some memorised material in these parts of the exam, there is no doubt that weaker candidates will have more problems coping with the greater requirement for unrehearsed language. Past experience working with average to very able students tells me some, even those with reasonable attainment, will flounder on the written questions in the heat of the moment. Others will…

Dissecting a lesson: using a set of PowerPoint slides

I was prompted to write this just having produced for frenchteacher.net three separate PowerPoint presentations using the same set of 20 pictures (sports). A very good way for you to save time is to reuse the same resource in a number of different ways.

I chose 20 clear, simple, clear and copyright-free images from pixabay.com to produce three presentations on present tense (beginners), near future (post beginner) and perfect tense (post-beginner/low intermediate). Here is one of them:





Below is how I would have taught using this presentation - it won't be everyone's cup of tea, especially of you are not big on choral repetition and PPP (Presentation-Practice-Production), but I'll justify my choice in the plan at each stage. For some readers this will be standard practice.

1. Explain in English that you are going to teach the class how to talk about and understand people talking about sport. By the end of the lesson they will be able to say and understand 20 different sport…