Transcript Activity

"Ownership of one's text" :
Strategic teaching in
French for Business.
Thérèse Saint Paul, Ph.D
Murray State University
CIBER Conference 2001
San Diego
[email protected]
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Teaching Challenge
Maximize individual
performance
(- motivating)
Group work=
Practice group* work
(+ motivating)
*Group work refers to communication
between student & peers/
student and outsiders
(community) with whom student
interacts as part of an activity
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conducive to
better learning?
Many factors:
learning styles/
nature of tasks…
Complex issue of
“learning”.
2
Presentation
The focus :
strategically designed activity using student
motivation of having “one's own text published
on the web” to encourage, enhance, assess,
individual written/oral work within a group
activity.
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Teaching objectives
1. Create a Fun, challenging learning context
2. Encourage and maintain individual work while
retaining the cooperation & dynamism of a
group activity.
3. Encourage the learning objectives of (French
for Business) course and of language learning
in general.
4. Create an effective transfer of learning
responsibility between Teacher and Student.
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Plan
Activity description
and goals
II. Pedagogical aspects:
Strategic
learning/teaching
III. Conclusions
I.
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I. Activity
1-Class, level
2-Assignment, implementation,
evaluation
3-Applicability
4-Objectives
5-Description & illustration
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1- Class, level.
1.1 Course:
French for Business and Culture
1.2. Level: average intermediate high
1.3. Timing: 1/3 way into the semester
- project spans over several weeks
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2- Assignment,
implementation, evaluation
Guidelines: see Course Web site.
 Preliminary activities
 Project set up as a three-point task clearly defined.
Individual work
 1--Each student interviews a French entrepreneur or
French-owned US local company
 2--Writes a report in a bilingual format which is published
advertisement-type brochure sent to the FrancoAmerican Chamber of Commerce, the French Consulate etc.
online
http://www.lamc.utexas.edu/sp/project1.html;
http://ccat.sas.upenn.edu/plc/french/ffbcourse.html
Group work
 3--Students share their reports in groups and create
fictitious company profiles, which will later serve as a basis
for a role-play.
http://www.lamc.utexas.edu/sp/project2a.html
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Projet: Interview with French
Entrepreneurs
•References on website: Models & Entrepreneurs List
•Introduction
You are going to select one "entrepreneur" from the list.
These are business people from France or from another French-speaking
country (Belgium, Quebec) who started a business of their own in this
region of the USA.
•Objectives
The aim of this exercise is to provide you with an opportunity to
communicate in French, in an authentic business context. You will
interview the entrepreneur of your choice according to the guidelines
below.
•Your written report will be published on this French for Business site
and sent to: - the (Franco-American) Chambers of Commerce
- the French Consulate & other organizations.
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Guidelines/lignes directives...
Reports :
#oral report (5 min) in French, in class
#written report (in French/English+PICTURE to scan) .
Call and arrange a visit
-Follow politeness guidelines on the telephone:
(see course section on "Phrases-clé" au téléphone)
- Call first and introduce yourself in French.
- Explain the purpose of your call (in French).
- Explain the purpose of the activity.
-->Project will give visibility to the company etc...
- Set up a visit and interview the person
IMPORTANT:
•Ask for business card/ brochure/documentation
•“Remercier poliment”!
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Questionnaire
•
•
•
•
•
•
•
•
•
•
•
Nom et fonction de la personne interrogée?
Nom de l'entreprise/de la société? Statut juridique ici aux USA?
Secteur d'activité principale?
ex.
De quel type d'entreprise s'agit - il? Service? Fabrication?
Produit?
Histoire de l'entreprise? Organisation?
ex.
Depuis quand est-elle installée aux USA?
Combien y-a-t-il d'employés?(Cadres? Autres?)
Pourquoi cette région des USA?
Fournisseurs?
Distribution?
Clientèle?
Remarques sur les différences interculturelles (France-USA)
Contacts avec l'étranger (expliquer?)
Publicité; site internet?
Rappel: vocabulaire Les PME ont un directeur; les G.E ont un PDG. Le directeur
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peut être le patron (owner) ou le
gérant
(manager)
et il gère l'entreprise.
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3. Applicability
 can also be used in immersion courses,
 in country.
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4. Objectives of the
activity
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4.1. Promote learning objectives of
French For Business course
4.2. Promote the Five C’s of foreign
language education.
Communication-Cultures-Connections-ComparisonsCommunities
“Knowing how, when, and why to
say what to whom”.
National Standards for Foreign Language Education.
A collaborative Project of ACTFL, AATF, AATSP, ACL,
ACTR, CLASS etc.
5 Goals & 11 Standards : http://www.actfl.org/
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The Activity
targets
the following objectives:
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ACTFL Five C’s & standards :
 1-Communication 1.1, Engage in
conversation, provide and obtain
information, exchange opinions
 2.-Cultures, 2.2 Understanding
relationships between products and
perspectives of the culture
 3- Connections 3.1 /3.2 knowledge
of other disciplines through the
foreign language/distinctive
viewpoints
 4- Comparisons 4.1 Insight into
language and Culture
 5- Communities 5.1 students use the
language within & beyond the
classroom)
Learning objectives of French For
Business: French
language,business,culture
 1. activate business terminology
in the target language.
 2. encourages the development of
cross-cultural awareness in
business situations
 3. provide exposure to French
business facts.
 4. provides an opportunity for
authentic immersion in French
and in business and cultural
issues.
 * PRACTICAL outcome:
Certificat Pratique CCIP.
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4.3. Characteristics of Activity
a. Focal point of semester
integrated in course work:

preceded by preparation work and

followed by group activity: Trade Show role play
b. Strategy for optimizing the learning process of
new material: language and content.
• tests the sum of student learning
• provides student learning outside class
• empowers students with own learning
• creates situation for peer
learning/monitoring/evaluation
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5. Description &
illustration
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Preparation work:
understanding French ads







Evian






2.Ouvrez le site EVIAN.
a-Trouvez le nom du Groupe
auquel Evian appartient et le nom de
son PDG.
b-Trouvez la raison sociale complète
d'Evian.
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FFB objective:
1. activate business
terminology in the
target language.
Questions
1. Ceci est une publicité pour:
de l'eau ?
-des bouteilles en plastique?
-un emballage recyclable?
(justifiez votre réponse)
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French Text: (Evian picture)
FFB goals+
90% des utilisateurs ont définitivement adopté ce geste. Et
vous?
Actfl Standards
Exclusif et révolutionnaire, le sytème REC (réduction destargeted:
emballages par compression) étonne par sa simplicité et 2.2-Cultures,
son
Understanding
efficacité: une simple pression des deux mains et hop, la bouteille
relationships
compactible d'Evian se réduit à 1/4 de son volume et fini between
les products
and perspectives of
poubelles qui débordent! Alors, vous aussi, essayez-le, vous
the culture
gagnerez de la place et en plus, vous ferez un geste pour 3.1notre
Connections
espace. Can you translate this? (into English)
knowledge of other
disciplines through
the foreign
language/ 3.2.
bottle distinctive
with
viewpoints.
English text: Evian : Packaging
Evian has invested $40 million in designing a new
sculpted impressions emphasizing the spring water's source, the
Comparisons
French Alps. The bottle's stylized "peaks" are really fold 4.1lines
that
Insight into
make the bottle completely collapsible, an advantage for language
recycling
and
culturalthe
differences.
and a novelty in the packaging industry. Consumers will find
new bottle on grocery shelves.
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Can you translate this?Ciber
(into
French)
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Preparation work:
creating ads in French
 Babybel
 Inventez un slogan. Créez un texte publicitaire qui comprend les indications
suivantes.
Vocabulaire à employer:
 200g
 Faire envie
 35% de matières grasses
 à pâte pressée demi-cuite
 haute qualité
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Student texts
Web page texts
– http://www.lamc.utexas.edu/sp/activities.html
Computerized feedback-evaluation by peers:
> http://www.lamc.utexas.edu/sp.ads.fgci#cheese
– http://www.lamc.utexas.edu/sp/project1.html;
– http://ccat.sas.upenn.edu/plc/french/ffbcourse.html
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La Cigale: Café Français
 Venez déguster d’excellents
sandwiches, salades et cafés
français dans un décor provençal.

Laissez-vous charmer par son
atmosphère authentique et
chaleureuse au coeur de
conversations franco-anglaises.
Imaginez-vous en France
l’ombre d’un instant et oubliez
tous vos soucis avant de
poursuivre votre route à
Philadelphie.
 La Cigale, l’étape essentielle de
tout francophone ou francophile
de Philadelphie qui se respecte!
 725 Walnut St., Philadelphie, PA
19106 -- Tél. (215) 625-3666

ACTFL standards
Communication 1.1
par R. Haegler
Engage in
conversation, provide
 La Cigale, French Café
and obtain
information, exchange
opinions
 Come enjoy excellent
sandwiches,
Cultures
2.2
salads, and FrenchUnderstanding
coffee in a
relationships between
typical southern France
products by
andits
atmosphere. Be charmed
perspectives of the
 genuine and warmculture
atmosphere in
Communities
the middle of conversations
in 5.1
Students
use the
French and English.
Let's imagine
language beyond the
you are in France for
just a
classroom
moment, relax, and forget about
all your worries!
 La Cigale is the place to go for
lovers of France (and of its food)!
 725 Walnut St., Philadelphia, PA
19106 -- Phone # (215) 625-3666
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La Terrace,





par Edina G
Un restaurant français dans le quartier d’University
City de Philadelphie, a été fondé en 1966. Après
plus de vingt ans de succès, la Terrace a dû fermer
ses portes pendant neuf ans. Billy Hoffman a
travaillé avec l’Université de Pennsylvanie pour la
reouverture de La Terrace qui fut en mai 1997.
Aujourd’hui, le restaurant continue à avoir un
immense succès avec une clientèle de tous les
âges. Bien sûr, les professeurs et les étudiants de
l’Université de Pennsylvanie viennent manger au
restaurant, mais La Terrace attire aussi les docteurs
et membres du personnel de l’Hôpital de
l’Université de Pennsylvanie. Même des
Philadelphiens du centre ville et des banlieues
viennent pour déjeuner et dîner à la Terrace. André
J. P. Guillet, le gérant, et Clark Gilbert, le chef, vous
invitent à savourer les plats de La Terrace si
délicieux à des prix vraiment raisonnables.
Le restaurant a une cave remplie de vins du monde
entier et reçoit des livraisons de viandes, poissons,
légumes et du pain
tous les jours.

La Terrace, a French restaurant in Philadelphia’s
University City, was founded in 1966. After more
than 20 years of success, La Terrace had to close
its doors for nine years. Billy Hoffman worked with
the University of Pennsylvania for La Terrace’s
reopening. Today, the restaurant continues to enjoy
wide success with a diverse clientele. Of course,
the University of Pennsylvania’s professors, staff
and students come to eat at the restaurant, but La
Terrace also attracts the Hospital of the University
of Pennsylvania’s personnel as regular customers
as well. Even Philadelphians from center city and
ACTFL
the main line come to dine at La
Terrace. André J.
standards
P. Guillet, the manager, and Clark
Gilbert, the chef,
invite you to try La Terrace’s delicious courses, all
Comparisons
offered at reasonable prices. The
restaurant has 4.1
a
wine cellar filled with wines from
around
the
world
Understanding of
and receives daily deliveries of meat, fish,
the nature of
vegetables and bread.
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language through
comparisons of
language studied
and own.
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Celis Brewery
Interview with Pierre Celis,
chez Celis Brewery
by David J. Le
Pierre Celis est venu à Austin en 1990
avec le but de brasser sa propre bière à la
façon belge. M. Celis a acheté neuf acres au
nord-est de Austin pour y installer sa
brasserie, la Celis Brewery. Aujourd'hui, la
société Celis Brewery est une des brasseries
les plus connues au Texas, produisant plus de
cinq types de bière, toutes dans le style belge.
Né en 1925 en Belgique à Hoegaarden,
une ville connue pour ses nombreuses petites
brasseries, Pierre Celis a été initié très jeune à
la culture et à l'art de brasser... Durant sa
jeunesse, Celis a eu la chance d'habiter juste
à côté de la brasserie Tomsin. Comme le
jeune Celis montrait un intérêt dans ce
domaine et comme les propriétaires de la
brasserie Tomsin n'avaient pas d'enfants, en
1935 Celis a commencé un apprentissage
non officiel chez Tomsin, pour apprendre à
brasser la bière blanche qui était une tradition
à Hoegaarden depuis des siècles.
(…)
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ACTFL
Standards+
FFBusiness
objectives
1. activate
business
terminology in
the target
language.
2. encourage
development of
cross-cultural
awareness in
Business issues
3. provide
exposure to
French
business facts.
4. provides an
opportunity for
authentic
immersion in
French and in
business and
cultural issues.
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 (…)“ Celis attribue son succès à la qualité
et au goût unique de ses bières ainsi qu' à
leur marketing. Il faut connaître le
 Celis says his success is due to the high
marché, dit Celis, et reconnaître les
quality and unique taste of his beers and to
différences culturelles. Celis a remarqué
their marketing. One must know the
par exemple que la façon de faire de la
market says Celis and be aware of cultural
publicité pour des produits n'est pas la
differences . He noted e.g. that the way
ACTFLStandards
même aux Etats-Unis qu'en Belgique. Il
advertising is done in the United States is
Connections 3.2.
Recognize note que quoique la qualité joue un rôle
different from back home in Europe.
distinctive important en Amérique, c'est plutôt la
Though quality is important in the States,
viewpoints publicité de masse qui influence les ventes
it is rather mass advertising that impacts
Comparisons 4.2:
alors qu'en Belgique c'est le contraire. La
the sales whereas in Belgium it is the
Insight into
qualité de la bière prédomine et la
language and
contrary. The quality of the beer
culture : different
connaissance de la bière se propage de
predominates and the beer gains its
patterns of bouche-à-oreille. Pour arriver à ce but,
reputation by word of mouth. To gain
interaction.
Celis Brewery fait des publicités à la radio
popularity Celis Brewery advertises on the
FFB: encourage
et ouvre
the development
of ses portes au public et organise
radio and organizes tours of his brewery.
cross-cultural
des tours de la brasserie.” (…)
awareness in
business situations.
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Web page: interview reports
Sent to Chamber of Commerce/ Franco-
American Chamber of Commerce
Consulates
Individual businesses as hardcopies:
Brochure of French Entrepreneurs
List (from the area)
Evaluation of web page entries
by peers/outsiders/teacher
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Follow up: group activity
role play
 Create your company
 Logo/slogan/label
 Pub/ brochure
 Advertising Text
explaining who you are/
what you do.
 Business cards
 Prepare a Trade Show
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Role Play :
Trade Show
. http://www.lamc.utexas.edu/sp/project2a.html
 ACTFL Standards, the 5 C +FFB objectives: Language-BusinessCulture
 1. activate business terminology in the target language.
 2. encourage the development of cross-cultural awareness
 3. provide exposure to French business facts.
 4. provides an opportunity for communication/immersion in French business
and cultural
Ciberissues.
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II. Pedagogical aspects
of activity design:
Strategic teaching
Integrating
strategic learning
and web technology
elements of
in order to
enhance individual learning within a
group activity.
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Definitions
a. Strategic learning
=motivation/ goal setting/cooperative
learning/self-peer motivation, selfregulation (Weinstein C. E.“Strategic Learning/Strategic teaching:
Flip sides of a coin” in Student Motivation, Cognition, and Learning: Essays
in Honor of Wilbert J.Mc Keachie (1994), P.R Pintrich, D.R. Brown & C.E.
Weinstein (eds) L.Erlbaum Associates Publishing: Hilsdale, N.J.)
Implies of the part of the student:
Will, skill and self-control
Assumes:
Student maturity, invention,
self-organization
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b. Strategic teaching=flip side of
strategic learning
In a learner-centered pedagogy, the role of the
teacher is to facilitate active and personalized
learning. (Reagan; Fosnot, L. L. & Muyskens , J. A)
Strategic teaching:
generate motivation,
set goals clearly,
promote self-regulation of learning
foster cooperative learning (self/peermonitoring)
4 criteria
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C. Use of web technology
Laurillard: Teacher’s “duty”=
set parameters for student
learning.
 Danger of “resource-based learning”=dereliction of
teacher’s duty? (Laurillard, D. Rethinking University Teaching.
Framework for the effective use of Educational Technology, Routledge
( 1996 3rd)
 Benefits of web technology
one -point stop for guidelines (tasks and goals clear),
information (and internet resources). Ludic and
attractive (impacts motivation). Flexible to students’
needs.
 interactive, provides a feedback. Student sends
message to the outside world by means of a published
text and the world responds back to the student
(evaluation).
mediates communication between the teacher, the
student and group (peers /outside world).
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III. Conclusions
The activity meets 4 criteria of strategic teaching
Web page guidelines
set learning goals clearly
Individual interviews & web-reports, the preparatory work
(“ads”) and follow up, generated and sustained
motivation
self-monitoring and regulation of learning. Will to
understand & be understood encouraged accuracy
(language/content) .
fostered cooperative learning. Will to communicate
information:1. in interaction between student and interviewee; 2.
peer-group sharing (role play activity) resulted in creations of
companies for a Trade Show.
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Whole project, example of :
 Motivated individual performance + authentic,
meaningful group communication
 Promoted
the objectives for Language Learning and French for
Business in particular
 new paths for learning:
peer learning and outside agents (i. e., learning
from non-university environment).
• Milton Cox.”Emerging Trends in College teaching for the 21st
century.", The Teaching Network, 18:1-2)
Webpage = alternative communication medium
between teacher, student and outside world.
 Effective transfer of learning responsibility
between teacher and student.
 Created a fun, challenging learning context.
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" I was so exhilarated when I saw my
name appear next to my article on the
web!
For once I was famous" (student remark).
___________________________
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Bibliography
Fosnot, C. T. Constructivism: A psychological theory of learning. In C. Fosnot
(ed.) Constructivism: Theory, Perspectives, and Practice. (N. Y: Teachers
College Press). 1996: 29-30;
Gonglewski, M. FLA, 32, pp. 349sq. (1999)
Harlow , L. L. & Muyskens , J. A. "Priorities for intermediate-level language
instruction" Modern Language Journal , 78 (2) 1994: 141-54.
Laurillard, D. Rethinking University Teaching. Framework for the effective use of
Educational Technology, Routledge ( 1996 3rd)
Milton Cox.”Emerging Trends in College teaching for the 21st century.", The
Teaching Network, 18
Weinstein, C. E.“Strategic Learning/Strategic teaching: Flip sides of a coin” in
Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J.Mc
Keachie (1994), P.R Pintrich, D.R. Brown & C.E. Weinstein (eds) L.Erlbaum
Associates Publishing: Hilsdale, N.J.\
National Standards for Foreign Language Education: www.actfl.org
Reagan, T. “Constructivist Epistemology and Second/Foreign Language
Pedagogy”, FLA, 32 (4) 1999: 413-425.
Wood, Priscilla. Who is using
National
Foreign
Language Standards? FLA, 32
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(4) 1999: 435-440
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