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[link] => https://book.coe.int/en/191-violence-against-women-and-domestic-violence
[name] => Violence against women and domestic violence
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[children] => Array
(
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[3] => Array
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[link] => https://book.coe.int/en/176-death-penalty
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(
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(
[id] => 192
[link] => https://book.coe.int/en/192-trafficking-in-human-beings
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(
)
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[5] => Array
(
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(
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[6] => Array
(
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(
)
)
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[2] => Array
(
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[link] => https://book.coe.int/en/179-democracy
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[0] => Array
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[link] => https://book.coe.int/en/180-democracy-through-law
[name] => Democracy Through Law
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(
)
)
[1] => Array
(
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[link] => https://book.coe.int/en/181-forum-for-the-future-of-democracy
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(
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(
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[link] => https://book.coe.int/en/186-human-dignity
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[4] => Array
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[link] => https://book.coe.int/en/194-living-together-diversity-and-freedom-in-europe
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(
)
)
[1] => Array
(
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[link] => https://book.coe.int/en/195-european-social-charter
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(
)
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[2] => Array
(
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[link] => https://book.coe.int/en/205-drugs
[name] => Drugs
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(
)
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[3] => Array
(
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[link] => https://book.coe.int/en/196-migration
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(
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(
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[link] => https://book.coe.int/en/190-gender-equality
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(
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[5] => Array
(
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[link] => https://book.coe.int/en/197-council-of-europe-development-bank
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(
)
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[6] => Array
(
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[link] => https://book.coe.int/en/222-lgbt
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(
)
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[7] => Array
(
[id] => 223
[link] => https://book.coe.int/en/223-people-with-disabilities
[name] => People with disabilities
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(
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[5] => Array
(
[id] => 198
[link] => https://book.coe.int/en/198-internet-media
[name] => Internet, Media
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[0] => Array
(
[id] => 199
[link] => https://book.coe.int/en/199-internet
[name] => Internet
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(
)
)
[1] => Array
(
[id] => 200
[link] => https://book.coe.int/en/200-children-and-the-internet
[name] => Children and the Internet
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 201
[link] => https://book.coe.int/en/201-media-freedom
[name] => Media freedom
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 202
[link] => https://book.coe.int/en/202-cybercrime
[name] => Cybercrime
[desc] =>
[children] => Array
(
)
)
)
)
[6] => Array
(
[id] => 203
[link] => https://book.coe.int/en/203-health
[name] => Health
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(
[0] => Array
(
[id] => 204
[link] => https://book.coe.int/en/204-bioethics
[name] => Bioethics
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 206
[link] => https://book.coe.int/en/206-pharmaceutical-and-healthcare-europe
[name] => Pharmaceutical and healthcare Europe
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 207
[link] => https://book.coe.int/en/207-health-protection
[name] => Health protection
[desc] =>
[children] => Array
(
)
)
)
)
[7] => Array
(
[id] => 208
[link] => https://book.coe.int/en/208-culture-heritage-nature
[name] => Culture, Heritage, Nature
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 211
[link] => https://book.coe.int/en/211-intercultural-and-interreligious-dialogue
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(
)
)
[2] => Array
(
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[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
[name] => Biological diversity - Bern Convention
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 214
[link] => https://book.coe.int/en/214-climate-change
[name] => Climate change
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(
)
)
)
)
[8] => Array
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[link] => https://book.coe.int/en/215-council-of-europe-and-the-eu
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(
[0] => Array
(
[id] => 216
[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
[name] => Council of Europe and European Union : different roles, shared values
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
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[link] => https://book.coe.int/en/217-eu-accession-to-the-european-convention-on-human-rights
[name] => EU accession to the European Convention on Human Rights
[desc] =>
[children] => Array
(
)
)
)
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[9] => Array
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[link] => https://book.coe.int/en/218-minorities-rights
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(
[0] => Array
(
[id] => 219
[link] => https://book.coe.int/en/219-national-minorities
[name] => National minorities
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(
)
)
[1] => Array
(
[id] => 220
[link] => https://book.coe.int/en/220-minority-languages
[name] => Minority languages
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(
)
)
[2] => Array
(
[id] => 221
[link] => https://book.coe.int/en/221-roma-and-travellers
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[children] => Array
(
)
)
)
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[10] => Array
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(
[0] => Array
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[id] => 226
[link] => https://book.coe.int/en/226-teaching-history
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)
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)
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(
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[2] => Array
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[id] => 237
[link] => https://book.coe.int/en/237-personal-data
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(
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[link] => https://book.coe.int/en/175-european-prison-reform
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(
)
)
[4] => Array
(
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(
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[id] => 239
[link] => https://book.coe.int/en/239-efficiency-of-justice
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(
)
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)
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)
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1
Catalog
PDF - Développer et évaluer la compétence en communication interculturelle - Un guide à l'usage des enseignants de langues et des formateurs d'enseignants (2008)
Attention : la version livre+CD-ROM de cet ouvrage est épuisée. La présente version PDF n'inclut que le texte du livre ; elle n'inclut pas les fichiers qui étaient sur le CD-ROM. Le contenu du CD-ROM est accessible en ligne à cette adresse : http://archive.ecml.at/mtp2/iccinte/results/fr/index.htm
De nombreux enseignants de langues, formateurs d'enseignants et chercheurs travaillant sur l'acquisition d'une deuxième langue ont exprimé l'idée que le but premier de l'enseignement d'une langue étrangère est de permettre aux apprenants de communiquer avec des personnes issues de milieux linguistiques et culturels différents dans un monde de plus en plus multiculturel. Le but de la présente publication est d'aider les formateurs d'enseignants et les enseignants de langues à passer de la compétence linguistique à la compétence communicative linguistique.La brochure papier du présent guide contient des introductions générales:* définitions de termes clés en communication interculturelle;* préparation et conception d'ateliers et de stages dans le domaine de la communication interculturelle;* méthodes et supports d'enseignement / d'apprentissage;* évaluation de la compétence interculturelle.Le CD-Rom qui l'accompagne regroupe différentes ressources, notamment:* le contexte théorique de l'enseignement des langues et de la culture;* des lignes directrices détaillées pour la préparation d'un stage ou d'un atelier;* des supports d'enseignement et des activités fondées sur la littérature, des films et des chansons;* des lignes directrices et des taches pour l'évaluation et des descripteurs de compétences;* des comptes rendus d'ateliers dans le domaine de la communication interculturelle;* nos articles de recherche concernant la dimension interculturelle de I'enseignement des langues étrangères.Tous les documents présentés dans cette publication sont fondés sur nos recherches et sur les enseignements tirés des séances de formation que nous avons organisées dans douze pays européens, entre 2004 et 2006, dans le cadre du projet ICCinTE du CELV. Ce guide peut être utilisé indépendamment ou en complément de notre manuel de communication interculturelle Miroirs et fenêtres afin d'aider à intégrer, de manière plus systématique, la formation à la communication interculturelle dans l'enseignement des langues étrangères et dans la formation des enseignants.
Première partie: Lignes directrices pour enseigner la compétence en communication interculturelle
1. Introduction
2. Contexte théorique
2.1 Définir culture et Culture
2.2 La prise de conscience culturelle et le processus d'acculturation
2.3 La communication interculturelle et la compétence en communication interculturelle dans l'enseignement des langues
3. Préparation d'ateliers dans le domaine de la communication interculturelle
3.1 Qui seront les participants à l'atelier ou au stage?
3.2 Pourquoi organisez-vous cet atelier?
3.3 Qu'allez-vous enseigner?
3.4 Comment conduirez-vous la formation?
3.5 Evaluation des séances de formation
3.6 Liste de contrôle avant le début de la formation
4. Supports et activités pour le développement de la compétence interculturelle
4.1 Introduction - Littérature, films et chansons: supports et vecteurs de la compétence interculturelle
Deuxième partie: Lignes directrices pour évaluer la compétence en communication interculturelle (CCI)
1. Introduction
2. Cadre conceptuel de référence de la compétence en communication interculturelle
2.1 Fondements théoriques
2.2 Les dimensions de la CCI
3. Evaluation des trois dimensions de la CCI
3.1 Evaluer les savoirs
3.2 Evaluer le savoir-faire
3.3 Evaluer le savoir-être
4. Méthodes d'évaluation
5. Les étapes de l'evaluation
6. L'évaluation de la CCI: l'exemple d'une unité d'apprentissage authentique
7. Appréciation finale: les niveaux de performance en termes de CCI
8. Conclusion: limites et compétence interculturelle des enseignants
8.1 Limites
8.2 Instruments d'enquête pour évaluer la compétence interculturelle des enseignants
9. Présentation du CD-Rom
Troisième partie: Les auteurs
Attention : la version livre+CD-ROM de cet ouvrage est épuisée. La présente version PDF n'inclut que le texte du livre ; elle n'inclut pas les fichiers qui étaient sur le CD-ROM. Le contenu du CD-ROM est accessible en ligne à cette adresse : http://archive.ecml.at/mtp2/iccinte/results/fr/index.htm
De nombreux enseignants de langues, formateurs d'enseignants et chercheurs travaillant sur l'acquisition d'une deuxième langue ont exprimé l'idée que le but premier de l'enseignement d'une langue étrangère est de permettre aux apprenants de communiquer avec des personnes issues de milieux linguistiques et culturels différents dans un monde de plus en plus multiculturel. Le but de la présente publication est d'aider les formateurs d'enseignants et les enseignants de langues à passer de la compétence linguistique à la compétence communicative linguistique.La brochure papier du présent guide contient des introductions générales:* définitions de termes clés en communication interculturelle;* préparation et conception d'ateliers et de stages dans le domaine de la communication interculturelle;* méthodes et supports d'enseignement / d'apprentissage;* évaluation de la compétence interculturelle.Le CD-Rom qui l'accompagne regroupe différentes ressources, notamment:* le contexte théorique de l'enseignement des langues et de la culture;* des lignes directrices détaillées pour la préparation d'un stage ou d'un atelier;* des supports d'enseignement et des activités fondées sur la littérature, des films et des chansons;* des lignes directrices et des taches pour l'évaluation et des descripteurs de compétences;* des comptes rendus d'ateliers dans le domaine de la communication interculturelle;* nos articles de recherche concernant la dimension interculturelle de I'enseignement des langues étrangères.Tous les documents présentés dans cette publication sont fondés sur nos recherches et sur les enseignements tirés des séances de formation que nous avons organisées dans douze pays européens, entre 2004 et 2006, dans le cadre du projet ICCinTE du CELV. Ce guide peut être utilisé indépendamment ou en complément de notre manuel de communication interculturelle Miroirs et fenêtres afin d'aider à intégrer, de manière plus systématique, la formation à la communication interculturelle dans l'enseignement des langues étrangères et dans la formation des enseignants.
Please note that in accordance with our terms & conditions, PDF/epubs may only be purchased by private individuals.