Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Teaching French as a Foreign Language
Code: 45623Credits: 15
| Degree programme | Type | Course |
|---|---|---|
| Teaching in Secondary Schools, Vocational Training and Language Centres | OP | 1 |
Contact lecturer
- Name :
- Xavier Fontich Vicens
- Email :
- xavier.fontich@uab.cat
Teaching staff
- Júlia Llompart Esbert
Teaching staff (external to UAB)
- Cristina Correro
Group languages
You can consult this information at the end of the document.
Prerequisites
Those established by the Department of Education of the Government of Catalonia. An advanced level of communicative competence in French is recommended, equivalent to C2 level of the Common European Framework of Reference for Languages (CEFR).
Objectives
This course aims to enable future teachers of French to become familiar with the basic teaching strategies for teaching French as a foreign language to adolescents and adults in institutional settings, and to acquire the foundational knowledge and self-development skills that will enable them to continue improving as French language teachers throughout their professional careers. This overall aim is specified in the following objectives:
- To become familiar with the basic pedagogical principles and language policy guidelines underpinning the Catalan foreign language curricula.
- To become familiar with the current theoretical foundations and pedagogical principles of foreign language learning in institutional settings, as identified through research.
- To apply appropriate criteria for selecting, adapting, and/or creating materials for foreign language learning in multilingual and inclusive educational contexts.
- To design teaching proposals tailored to specific learners, in accordance with the principles established in the Catalan curricula for foreign languages in secondary education and Official Schools of Languages (EOI), and consistent with current theoretical and pedagogical principles of foreign language teaching.
- To analyse and manage classroom interaction in the foreign language classroom.
- To work collaboratively with fellow student teachers in order to achieve the learning objectives through cooperative completion of assigned tasks.
Regardless of the language certificates submitted during the pre-enrolment process, students wishing to enrol in this course are expected to be prospective teachers of French and are therefore responsible for entering the course with the linguistic competence required to serve as appropriate language models. Consequently, they must be able to communicate orally and in writing in French with accuracy, fluency, and appropriate grammatical, lexical, and phonological control in both everyday situations and a wide range of professional contexts, including debates, reports, oral presentations, classroom communication, and interactions with colleagues and students. They are also expected to read informative texts, as well as professional and research publications, in French with a high level of comprehension.
The UAB Master's Degree in Secondary Education Teacher Training (MUFPS) is aligned with European approaches promoting the active development of plurilingual competences. Accordingly, students are expected to adopt a receptive, appreciative, and open attitude towards the use of languages other than those of their own specialisation, regardless of whether they speak those languages themselves.
Learning outcomes
- CA32 (Create flexible situations for foreign language learning using justified strategies and methodologies to promote inclusive competency-based learning.) Create flexible situations for foreign language learning using justified strategies and methodologies to promote inclusive competency-based learning.
- CA33 (Build educational and training assessment into programming as a tool to check and regulate foreign language learning.) Build educational and training assessment into programming as a tool to check and regulate foreign language learning.
- CA34 (Integrate dialogic interaction dynamics and the mediating role of the teacher to activate and regulate learning into the proposals of the foreign language classroom.) Integrate dialogic interaction dynamics and the mediating role of the teacher to activate and regulate learning into the proposals of the foreign language classroom.
- CA35 (Integrate digital technology effectively into foreign language teaching-learning situations.) Integrate digital technology effectively into foreign language teaching-learning situations.
- KA23 (Describe how language teaching is organised in the school's language project and the educational challenges it has to face in order to diagnose and meet the needs of students with regard to foreign language learning.) Describe how language teaching is organised in the school's language project and the educational challenges it has to face in order to diagnose and meet the needs of students with regard to foreign language learning.
- KA24 (Identify a humanistic vision that integrates literary, scientific, social and artistic knowledge in the interpretation of reality for foreign language subjects.) Identify a humanistic vision that integrates literary, scientific, social and artistic knowledge in the interpretation of reality for foreign language subjects.
- KA25 (Remember the curricular contents of the foreign language, as well as the body of teaching knowledge around the respective teaching and learning processes.) Remember the curricular contents of the foreign language, as well as the body of teaching knowledge around the respective teaching and learning processes.
- SA31 (Incorporate inclusive measures into the process of teaching and learning the foreign language.) Incorporate inclusive measures into the process of teaching and learning the foreign language.
- SA32 (Apply the gender equity perspective in the planning of educational action and the selection of materials for the foreign language classroom from an intersectional perspective.) Apply the gender equity perspective in the planning of educational action and the selection of materials for the foreign language classroom from an intersectional perspective.
- SA33 (Master oral and written expression in both academic discursive practices and foreign language teaching practice.) Master oral and written expression in both academic discursive practices and foreign language teaching practice.
Contents
BLOCK 1. Foundations of French as a Foreign Language Didactics
1.1. Theories, approaches, and methods in the teaching and learning of French. Historical perspectives and critical analysis. Linguistic competence, communicative competence, interactional competence, plurilingual competence, and pluricultural competence.
1.2. European, local, and school language policies promoting plurilingualism and pluriculturalism. The Common European Framework of Reference for Languages (CEFR): learning, teaching, assessment, and the Companion Volume. Common reference levels and CEFR proficiency descriptors. Language activities in the CEFR: reception, production, interaction, and mediation. Assessment scales and European certification systems based on the CEFR. The Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA/CARAP). Descriptors of plurilingual and pluricultural competence. Pluralistic approaches to language education.
1.3. The linguistic model of the Catalan education system. The school language project. The French curriculum in compulsory secondary education (ESO), upper secondary education (Bachillerato), Official Schools of Languages (EOI), vocational education and training, and adult education. Innovative approaches to foreign language teaching: competency-based and integrated/global approaches. Transitions between educational stages. The external assessment system.
BLOCK 2. Planning and Teaching Resources for French Language Teaching and Assessment
2.1. Planning and organising work in the French classroom. Task- and project-based learning. Designing, implementing, and assessing learning situations. Teaching proposals and resources for developing communicative competence in French. Developing and assessing receptive, productive, and interactional competences. Integrating multiple language skills within learning situations. Types of assessment: diagnostic, formative, and summative. The role of ICT in developing receptive, productive, and interactional competences. The role of language awareness in learning French. Explicit teaching of grammar and other language components. Error treatment. Activities to promote metalinguistic and metacommunicative awareness, as well as awareness of sociocultural aspects. Intercomprehension strategies among speakers of different languages. Inclusion and Universal Design for Learning (UDL) in French language teaching.
2.2. Teaching strategies, teaching resources, and materials design. Classroom communication management in French: developing and assessing receptive, productive, interactional, and mediation competences. Selecting, analysing, adapting, and designing curriculum materials. Individual, pair, and small-group work. Cooperative and collaborative learning. The role of ICT in developing receptive, productive, and interactional competences. Games in the French language classroom. Gender perspective and inclusion in the selection and design of teaching materials. Content and Language Integrated Learning (CLIL/EMILE) programmes. Tasks for content classrooms. The role of French within integrated programmes. Collaboration between French language teachers and content-area teachers.
2.3. Discourse genres in task- and project-based approaches and in integrated language and content approaches. Oral, written, and multimodal discourse genres and their linguistic and communicative characteristics. School discourse genres: narrative, argumentative, descriptive, and explanatory.
2.4. Literary and audiovisual productions for adolescent and adult learners from the perspective of French language didactics. The use of literary texts, media texts, and other cultural products, such as films, radio, television, newspapers, the Internet, song lyrics, comics, and similar resources relevant to adolescent and adult learners. Selecting literary texts: the representation of women and other underrepresented groups in literary, audiovisual, and popular culture, and their pedagogical treatment. Literary texts, audiovisual works, and other cultural products as starting points for teaching and learning activities.
BLOCK 3. Classroom Interaction
3.1. The classroom lesson: interactional competence in the classroom. Exolingual and plurilingual interaction. Communication strategies. Interaction among students and between teachers and students in the French classroom. Turn-taking. Participation and the influence of gender on classroom participation. IRF sequences and other interactional patterns. Repair strategies in the French classroom.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Non-face-to-face and independent learning activities | 202.5 | 8.1 | CA32, CA33, CA34, CA35, KA23, KA24, KA25, SA31, SA32, SA33 |
| Non-face-to-face and independent learning activities | 75 | 3 | CA32, CA33, CA34, CA35, KA23, KA24, KA25, SA31, SA32, SA33 |
| Directed face-to-face sessions (lectures, case study discussions, analysis of classroom practices, etc.) | 97.5 | 3.9 | CA32, CA33, CA34, CA35, KA23, KA24, KA25, SA31, SA32, SA33 |
The methodology of the face-to-face sessions combines lectures and presentations with classroom practice, pair and group work, oral presentations, discussions, project work, and other learning activities. Students are expected to participate actively and to use French consistently as the main language of instruction and communication. French is the language used for both learning and assessment activities.
This course includes activities aimed at developing students' Digital Teaching Competence (DTC).
The course also includes visits to educational institutions.
Note: Fifteen minutes of one class session, within the timetable established by the School or the degree programme, will be reserved for students to complete the surveys evaluating the teaching performance of the lecturer(s) and the course or module.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Active and collaborative participation in learning and assessment activities (individual grade, throughout the course) | 10% | 0 | 0 | CA34, CA35, KA24, SA31, SA32, SA33 |
| Design of a learning situation and oral presentation (group assignment, December/January) | 30% | 0 | 0 | CA32, CA33, CA34, CA35, KA23, KA24, KA25, SA31, SA32 |
| Mind map connecting the key ideas of the course (individual, May) | 20% | 0 | 0 | CA35, KA23, KA24, KA25, SA33 |
| Design of a learning task and methodological reflection (group assignment, December/January) | 20% | 0 | 0 | CA32, CA34, CA35, KA23, KA24, KA25, SA31, SA32 |
| Examination on the design of an assessment strategy (individual, January/February) | 20% | 0 | 0 | CA33, CA35, KA23, KA25, SA31, SA33 |
Requirements to Pass the Course
To pass the course, students must:
- Obtain a Pass in French, demonstrating efficient, fluent, accurate, and appropriate use of the language (including pronunciation, grammar, vocabulary, spelling, and textual organisation) in all academic and teaching-related contexts. Students must demonstrate at least C1-level general communicative competence according to the Common European Framework of Reference for Languages (CEFR), together with appropriate classroom interactional competence. This includes acting as an appropriate linguistic model and as an effective manager of communication when teaching French as a foreign language.
- Pass all individually assessed tasks.
- Demonstrate attitudes consistent with the teaching profession, including ethical commitment, responsibility, respect, participation, active listening, cooperation, empathy, courtesy, punctuality, and reasoned argumentation.
Students are also expected to use electronic devices (mobile phones, laptops, tablets, etc.) appropriately. Such devices may only be used for activities directly related to the course.
Use of Artificial Intelligence
The use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks such as literature and information searches or the revision of written texts. Students must clearly identify any content generated or assisted by AI, specify the tools used, and include a critical reflection on how these tools influenced both the process and the final outcome. The final submission must demonstrate a substantial personal contribution in terms of analysis and critical reflection. Failure to disclose the use of AI or submitting work that lacks genuine authorship will be regarded as academic misconduct and may result in a mark of 0 for the corresponding assessment.
Assessment Schedule
A detailed course syllabus will be provided on the first day of class and made available through the Virtual Campus. The lecturer responsible for each assessment task will explain the specific instructions and assessment criteria during class. Assignments must be submitted through the course Virtual Campus. Work submitted in an incorrect format, without the author's identification, or after the deadline will not be accepted. Students are responsible for ensuring that submitted files are compatible with the online platform. Once officially announced, assessment dates may only be changed for reasons of force majeure. Any changes will be communicated through the Virtual Campus. Assessment results will normally be published within 20 working days.
Final Grade
The final mark will normally be calculated as the weighted average of all assessment tasks. A grade of Not Assessed will be awarded if: a) the student submits fewer than 66% of the assessment tasks and therefore is not eligible for reassessment; b) attendance falls below 80% and the reassessment requirements are not met. In all other cases, a numerical grade will be awarded.
Exceptions
Marks obtained in group assignments will only be included in the final calculation if all individual assessment tasks have been passed. Copying or plagiarism, whether in coursework or examinations, constitutes academic misconduct and may result in failing the course.
Work will be considered copied if it reproduces all or part of another student's work. Work will be considered plagiarised if it presents another author's work as one's own without proper acknowledgement, regardless of whether the source is printed or digital.
Continuous Assessment
Students must attend at least 80% of the scheduled class hours. Students whose attendance falls below this threshold may only pass the course through the reassessment process (see below).
Single Assessment
Although this option is not recommended given the nature of the course, single assessment is available. Students wishing to choose this option must apply within the deadlines and procedures established by the Academic Administration. Attendance of at least 80% of the scheduled class hours is also required. The assessment tasks and their weighting are the same as in continuous assessment, except that group assignments will be completed individually whenever group work is not feasible. The lecturer may conduct an interview with the student to verify the authorship of the submitted work. The single assessment will take place on 13 May 2027, when all assignments and assessment tasks must be submitted or completed.
Comprehensive Assessment
No comprehensive assessment is предусмотрed for this course.
Review of Marks
Whenever assessment results are published, students will also be informed of the date, time, and place for reviewing their marks.
Appeals
Requests for clarification or formal appeals regarding assessment results must be submitted in writing within one week of the review session.
Reassessment
Students are expected to engage in continuous work throughout the course and to pass each assessment task. Students who have submitted at least two-thirds of the assessment tasks and obtained a minimum average mark of 3.5/10 will be eligible for reassessment on 27 May 2027. The maximum mark awarded for any reassessed activity will be 5/10. Students whose attendance is below 80% will also be required to complete an additional individual written and oral assignment during the reassessment period. Following reassessment, the maximum final course grade will be 5/10.
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Software
No specific software is required to take this course.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TEmRD) Teoria (màster RD) | 1 | French | annual | morning-mixed |