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Catalog

Newsletter

Préparer les enseignants à l'utilisation du Portfolio européen des langues - arguments, matériels et ressources (Livre + CD-Rom) (2008)

Education and modern languages
978-92-871-6272-4
Type of document :
Book + CD-ROM
Format :
Paper
Language :
French
Size :
16 x 24 cm
Number of pages :
52
David Little, Hans-Peter Hodel, Viljo Kohonen, Dick Meijer, Radka Perclova
17.00 € / 26.00 $US
Lancé par le Conseil de l'Europe, le Portfolio européen des langues (PEL) est rapidement devenu l'un des instruments les plus influents dans la reforme de l'enseignement et de l'apprentissage des langues en Europe.La présente publication s'adresse aux formateurs d'enseignants et aux enseignants en langues qui se préparent à utiliser le PEL avec leurs apprenants. Les résultats sont issus d'un projet intitulé «Former les enseignants à l'utilisation du Portfolio européen des langues» et conduit dans le cadre du programme 2004-2007 du Centre.Le livret* fournit une description sommaire du projet du CELV;* présente le PEL et le Cadre européen commun de référence pour les langues (CECR);* explique le potentiel pédagogique du PEL;* discute les implications du CECR et du PEL pour la formation des enseignants en langues, en s'appuyant sur les expériences acquises en Suisse et en Finlande.Le CD qui l'accompagne contient* des présentations PowerPoint et des activités se prêtant à des travaux de groupe et des discussions lors d'événements de formation d'enseignants;* des matériels et des activités développés par des membres de l'équipe de projet pour des contextes nationaux spécifiques;* des rapports relatifs à une série d'événements de formation qui se sont tenus dans des Etats membres du CELV dans le cadre du projet;* des documents clés du Conseil de I'Europe et un certain nombre d'études de recherche liés au PEL.

1. Introduction au projet C6: Préparer les enseignants à l'utilisation du Portfolio européen des langues

2. Le Portfolio européen des langues et le Cadre européen commun de référence pour les langues
2.1. Le Portfolio européen des langues
2.1.1. Qu'est-ce que le PEL?
2.1.2. Quelles sont les fonctions du PEL?
2.1.3. Comment le PEL fonctionne-t-il?

2.2. Le Cadre européen commun de référence pour les langues
2.2.1. Les liens entre le PEL et le CECR
2.2.2. L'approche actionnelle du CECR

3. Implications du CECR et du PEL pour la formation des enseignants
3.1. Introduction: un nouveau paradigme dans l'enseignement et l'apprentissage des langues vivantes

3.2. Formation initiale des enseignants: l'expérience suisse
3.2.1. Le CECR et le PEL - tronc commun du programme des formations
3.2.2. Le CECR comme instrument pédagogique et didactique: pluralité des méthodes
3.2.3. Le plan d'études
3.2.4. D'autres éléments de formation inspires du CECR

3.3. Formation continue des enseignants: expérience fmlandaise

3.4. Les processus du changement professionnel       
3.4.1. La théorie socioculturelle: l'importance des croyances et de l'interaction     
3.4.2. Vers un paradigme de la transformation dans la formation des enseignants
3.4.3. Faire face au changement dans le domaine pédagogique
3.4.4. Quelques mots sur le contexte du développement professionnel

4. Le CD-Rom
4.1. Le kit de supports de formation des enseignants
4.1.1. Réflexion individuelle et en groupe sur l'expérience en matière de PEL et les principaux problèmes de la formation des enseignants
4.1.2. Esquisse des avant-programmes d'action
4.1.3. Le Cadre européen commun de référence pour les langues: activités, compétences, niveaux
4.1.4. L'auto-évaluation par rapport aux niveaux communs de référence: comment savoir aàquel niveau je me situe et comment puis-je le prouver?
4.1.5. Apprendre à apprendre: modèle de réflexion à l'usage des formateurs d'enseignants, des enseignants et des apprenants
4.1.6. L'autonomie de l'apprenant: combiner l'auto-évaluation, la fixation d'objectifs et la réflexion                                                                        
4.1.7. Les langues dans le PEL: langue(s) de présentation et langue(s) de travail; le plurilinguisme
4.1.8. La dimension interculturelle: simulation globale
4.1.9. L'intégration du PEL aux programmes et aux manuels de langues; l'utilisation du PEL pour aller au-delà du manuel
4.1.10. L'établissement d'un lien entre l'évaluation d'une part et le PEL et les niveaux communs de référence de l'autre

4.2. Supports supplémentaires

4.3. Evénements nationaux de formation

4.4. Documents de référence

Références

A propos des auteurs