Tuesday, 24 July 2012

Practical Aspects of Using Video... Christine Canning-Wilson.

In the past 20 years, a lot of things has changed in learning another language, especially the modalities to do so. We live in a world of media where television, computer and social websites took over.
I remember, when I was in middle school, learning German (I started in grade 6) in a book as old as Goethe. And the most interactive things we did was reading that book.
The strategies evolved and thanks God! Now we have the opportunity to use so many tools like computer and projector to show powerpoint slides, audios and of course videos.
This generation (and the one to come) is really visual oriented: take for example facebook; nobody post audio files, but put pictures (as a French proverbe says "une photo vaut un millier de mots").
Even when we teach, we try to use our hands and body to mime and show what we are explaining.
The use of video seems logical: students can relate words and action at once. The learning can be more effective, letting us more time to learn more new things.
But, videos cannot do everything. We still need books to read and lessons to learn. The learning of a new language through discussion is en vogue and the one of videos learning will be working as well but let's not forget that to be able to master a language, we still need to learn the structure of a language.
We can use both to teach students, and in fact, we need both not one or the other.

Use of audioboo in the classroom

Even if I am teaching science in French immersion, as TOC, I will teach French in secondary. I know that in Canada schools, you use more French Canadian writers but I thought that introducing Victor Hugo is a must in a language/literature French class.
Here the beginning of a poem that can be discuss in class, not only for the use of the French and vocabulary but also for the symbolic of the poem. This discussion will happen in a grade 12 class and will begin by this audio.