尤物视频

TUESDAY, July 2 PM | 12:45 to 2:45 p.m.

芦&苍产蝉辫;Mon identit茅 professionnelle et linguistique 禄 (immersion)

En Colombie-Britannique, environ 60-75% des enseignant路es de/en fran莽ais ont le fran莽ais comme langue seconde L2 (ou additionelle L+). Quand on travaille dans sa L2/L+, notre travail peut 锚tre tr猫s satisfaisant parce qu鈥檕n a la chance de partager avec la prochaine g茅n茅ration le plaisir unique de d茅couvrir ce que l鈥檕n est capable de faire dans une autre langue.

But sometimes, we wonder:

• 芦&苍产蝉辫;Is my French good enough? 禄
• 鈥淒o others judge me for the mistakes that I (might) make?鈥�
• 鈥淒oes anyone notice that I avoid speaking in front of other francophones?鈥�
• 鈥淒o others think that my low confidence in French (in front of adults) means I鈥檓 also a bad teacher?鈥�
• 鈥淲ould I be better off teaching in English, instead of teaching in Immersion?鈥�

Cette session (bilingue) ouvrira une discussion franche par rapport 脿 la perception de son identit茅 linguistique comme enseignant路e de fran莽ais, afin de pouvoir mieux comprendre comment l鈥檌dentit茅 peut 锚tre 芦&苍产蝉辫;n茅goci茅e 禄 et comment sa confiance peut augmenter. 脌 l鈥檃ide des quatre dispositions id茅ales d鈥檜ne personne bilingue que pr茅sentera Monica, cette session aidera 脿 cr茅er une intention et direction concr猫tes 脿 la semaine FrancoFun. 

THURSDAY, July 4 AM | 9:45 to 11:45 a.m.

芦&苍产蝉辫;Quoi faire de l鈥檃nglais? Trouver l鈥櫭﹒uilibre entre la polici猫re et le laisser-faire 禄 (Immersion)

En immersion fran莽aise, il est normal que nos 茅l猫ves aient parfois recours 脿 l鈥檃nglais pour communiquer, puisque c鈥檈st leur langue dominante, dans la majorit茅 des cas. Toutefois, 莽a peut 锚tre difficile de les encourager 脿 parler le fran莽ais le plus possible. La solution n鈥檈st pas un seul syst猫me mais bien un ensemble de pratiques qui tiennent compte des besoins langagiers et 茅motifs ainsi que le d茅veloppement des habilet茅s d鈥檃uto-r茅gulation de nos 茅l猫ves.

WEDNESDAY, July 3 AM | 9:45 to 11:45 a.m.

芦&苍产蝉辫;My professional identity as a French teacher 禄 (Core French)

Teaching and working in one鈥檚 second (L2) or additional language (L+) can be challenging. It can also be highly satisfying to share the joys and pleasures of the process of learning a new language. But sometimes, we wonder:

• 芦&苍产蝉辫;Is my French good enough? 禄
• 鈥淎m I saying it right? Is it better to speak LESS French to my students and ensure that it鈥檚 100% accurate, or increase the amount that they are exposed to even though it may not be correct?鈥�
• 鈥淒o other teachers judge me for the mistakes that I (might) make?鈥�
• 鈥淎lthough I say that I want to improve my own French, I would be mortified if someone corrected me in public!鈥�
• 鈥淒o others think that my low confidence in French (in front of adults) means I鈥檓 also a bad teacher?鈥�

This session is intended to open up an honest discussion on how we perceive our linguistic identity as French teachers as well as learn how our identities can be 鈥渘egotiated鈥�, resulting in a greater sense of confidence and legitimacy as French teachers. Monica will introduce the concept of 鈥淔our Ideal Dispositions of Bilingual People鈥�, as a way of setting an intention and a concrete direction for the FrancoFun Week and the rest of the year!  

THURSDAY, July 4 PM | 1:00 pm to 3:00 pm

芦&苍产蝉辫; Habits of the Effective Bilingual Person: Guidelines for Retention and Motivation of Students 禄 (Core French)

Following the previous session on linguistic identity, this workshop will introduce some ideas for supporting students鈥� identity construction as beginning/intermediate language learners. The four ideal dispositions of bilingual people will be reexamined in the context of teaching French as a second language. We will have the opportunity to take concrete examples of FSL teaching and analyze them with an Identity-focus. Doing so may help students see themselves as legitimate users of French and nurture their enjoyment and desire to continue learning!