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Rencontres formelles, prémisses de Tandem : cas de rencontres organisées entre étudiant.e.s de FLE et étudiant.e.s en didactique du FLE à l'Université

Abstract : We analyze a pedagogical tool, used since 2014 at the Université Sorbonne Nouvelle-Paris 3, which allows students enrolled in a B.A. in the teaching of FLE (“Starting in a FLE Classroom”) to begin observing FLE classes. To this end, we have the students sit in on two FLE class sessions (part of the Diplôme Universitaire de Langue Française) in order to see students first-hand learning French as a foreign language. The initial class is organized around introductions and first conversations and the second comprises discussions led by the B.A. students. In these sessions, the FLE learners have very little real autonomy (the situation is controlled, their participation is required, and, with the help of their instructor, the B. A. students alone plan what will take place during these group interactions) and there is no true reciprocity because the exchanges take place only in French, the target language. However, the asymmetry created by the small group work allows the students in both groups to progress: the B.A. students experience, sometimes for the first time, how to talk with and listen to students who do not communicate well in French, an essential skill for a FLE instructor. The FLE students have an excellent opportunity to practice their aural comprehension and oral expression. This practice thus does not constitute a true tandem experience, but rather allows the students to work together in groups of four to six (two or three from each program) and to reconsider their own stereotypes, what they imagine the others to be. Although the exercise was designed for the B.A. students, it is nonetheless beneficial for the FLE students. Even though they are in an immersion program, many FLE student have very little contact with native speakers; this small group work allows them to experience the rich variety of oral French, including French spoken in the university setting, and thus gives them a deeper understanding what it means to be a French student. Our presentation includes the analysis of a comparison of the students’ expectations before the meetings and their thoughts afterwards (student responses to questionnaires and reflection papers) and we show how an exercise such as this, very occasionally deployed, can help to create the “desire” to continue these meetings. We also examine the teacher’s necessary preparations in order to assure the smooth integration of the small group work into both programs’ curriculum.
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Contributor : Eve-Marie Rollinat-Levasseur Connect in order to contact the contributor
Submitted on : Wednesday, May 31, 2017 - 11:38:43 PM
Last modification on : Monday, June 27, 2022 - 3:15:51 AM


  • HAL Id : hal-01530899, version 1



Eve-Marie Rollinat-Levasseur, Donatienne Woerly, Deborah Aboab. Rencontres formelles, prémisses de Tandem : cas de rencontres organisées entre étudiant.e.s de FLE et étudiant.e.s en didactique du FLE à l'Université. Colloque international « Apprentissage des langues et cultures en Tandem dans l'enseignement supérieur », Claire Tardieu; Céline Horgues, Mar 2017, Paris -Université Sorbonne Nouvelle-Paris 3 Cité Internationale, France. ⟨hal-01530899⟩



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