NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ784171
Record Type: Journal
Publication Date: 2004-Feb
Pages: 18
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0008-4506
Rethinking Teaching Strategies for Intensive French
Collins, Jacquie; Stead, Shelley; Woolfrey, Sid
Canadian Modern Language Review, v60 n3 p355-372 Feb 2004
This article gives the perspectives of three teachers of intensive French (IF) as they adjusted their thinking to teaching in a French as a second language (FSL) classroom that was very different from the core French classroom and developed teaching strategies to facilitate effective learning of communication skills by the students. Four major differences from regular core French are presented: the increase in time and intensity; the enriched curriculum; the atmosphere in the classroom; and the role of the teacher. Eight teaching strategies for the IF classroom are then described: always communicating in French; creating interaction in the classroom; integrating language and the experiences of the students; developing literacy skills; balancing accuracy and fluency; teaching grammar implicitly; sequencing tasks; and the need for variety and flexibility in the teaching strategies used. The article concludes with a summary for the beginning IF teacher of the most important teaching strategies.
University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.com/cmlr/cmlr.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A