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ERIC Number: EJ827364
Record Type: Journal
Publication Date: 2007-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0005-3503
Collaborative Learning & Mixed-Level Classes: A Case Study in French
Thomas, Bonnie
Babel, v41 n3 p13-23, 38 Feb 2007
In 2003, the Faculty of Arts, Humanities, and Social Sciences at The University of Western Australia (UWA) underwent a major restructure involving the move from eight-point units to six-point or twelve-point units. For the discipline group of European Languages and Studies this redistribution of points resulted in the creation of a new series of elective units based on literature or cultural studies. In French Studies, students must take at least two of these units over two years in order to complete a major in French. A distinguishing feature of these electives is that they are mixed level and may include students who have completed only one year of French at tertiary level (referred to in this paper as "ex-beginners") and others who are native speakers. One class may contain up to five different language levels. The vast disparity in students' command on French has provided challenges for both the lecturers and the students. This paper explores a recent innovation in computer-assisted collaborative learning called IdeaNet as one strategy to manage mixed-level classes. A case study of a 2005 elective unit on francophone African literature at UWA forms the backdrop of the paper. (Contains 1 figure and 2 tables.)
Australian Federation of Modern Language Teachers Associations. Faculty of Education and Social Work, University of Sydney, NSW 2006, Australia. Tel: +61-29351-2022; e-mail: president@afmlta.asn.au; e-mail: editor@afmlta.asn.au; Web site: http://www.afmlta.asn.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia