Connections: Exploring Charles Moravia's "Le fils du tapissier": "episode de la vie de Molière" in the Introductory French Language Classroom

Autor/inn/en	Abell, Jacob; Johnson, Stacey Margarita
Titel	Connections: Exploring Charles Moravia's "Le fils du tapissier": "episode de la vie de Molière" in the Introductory French Language Classroom
Quelle	In: Dimension, (2021), S.45-58 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	French; Introductory Courses; Second Language Learning; Second Language Instruction; Teaching Methods; French Literature; Course Descriptions; Cultural Pluralism; Drama; Peer Relationship; Authors; Grammar; Vocabulary; Textbooks; Units of Study; Educational Objectives; Doctoral Students; Literary Genres; Language Proficiency; Standards; Communicative Competence (Languages); Undergraduate Students; Instructional Materials + Suchen Sie Ihr Suchwort? Französisch; Einführungskurs; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Kulturpluralismus; Schauspiel; Peer-Beziehungen; Author; Autor; Autorin; Grammatik; Wortschatz; Textbook; Text book; Schulbuch; Lehrbuch; Lerneinheit; Educational objective; Bildungsziel; Erziehungsziel; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Literarische Form; Language skill; Language skills; Sprachkompetenz; Standard; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	This paper describes one approach to focusing on Connections, one of the five Cs from the World Readiness Standards for Learning Languages, as a means of exposing introductory language students to culturally diverse authentic texts through drama-based pedagogy. Our approach focuses on an instructor working within an established departmental curriculum for introductory language courses. Despite these constraints, the instructor was able to create a two-day instructional sequence that allowed students to interact with each other through their engagement with the work of the Francophone playwright Charles Moravia (1875-1938). The activity sequence was embedded in the grammar and vocabulary presented in the assigned textbook chapter, aligned with the communicative goals for the unit, and also integrated the graduate student instructor's own doctoral research interests in a way that was energizing for instructor and students alike. The authors demonstrate the viability of expanding a given syllabus to offer novice language students a more culturally diverse range of authentic texts, including a range of genres, all while consistently serving the needs of a proficiency-based classroom. (As Provided).
Anmerkungen	Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01