UFR LLASICLanguage, literature, performing arts, information and communication, journalism

The project Feline aims to train (future) teachers of French as a foreign language, whether in initial or continuing training, in the integration of digital literacy into language teaching. It is based on a close partnership with the CUEF: teachers involved in the DUEF (Diplôme Universitaire d'Études Françaises) program who agree to take part in the project host a group of three students in their classrooms for 10 hours, giving them the opportunity to test pedagogical scenarios developed as part of the "Integrating digital technology into language teaching" course offered in the first year of the FLES master's program. The students are accompanied in their design by the teacher in charge of the CE during weekly workshops, and can count on the support of CUEF teachers during the running of their classroom sequence.

The objectives of Feline are twofold:

1. The first is to evolve the university form. Firstly, by giving students the opportunity to go out into the field, not just to observe, but to take charge of a class, even if only for a limited time. In this way, they have the opportunity to exchange ideas with professional teachers, both beforehand (about ideas for activities), during the sequence (particularly when it's a question of de-planning an activity or organizing it differently) and afterwards (during a collective debriefing meeting).
2. The second objective is to test different ways of exploiting the notion of digital literacy for language teaching. Each year, a design guide, accompanied by a writing template and a model teaching sheet, helps students to design their scenarios. Reflection takes place at three levels: in the didactic translation of the principles that make up the notion of literacy, in the establishment of a progression or at least broad guidelines for the effective construction of scenarios, and finally, in the creation of pedagogical activities compatible with the idea of literacy, i.e., that call on the same dimensions as those found in literacy practices on the Internet.

Why [Booster]?

The idea is to strengthen collaboration with teachers and students by engaging them in joint reflection on the design of a methodological framework that balances language didactic research on digital literacy with the constraints of teaching-learning FLE in an institutional context. The design of a booklet could then serve as a reference for others (teachers and students) to support them in thinking about digital literacy and help them design scenarios.