Après les trois premières séances visant à faire découvrir et réinvestir le vocabulaire de la géographie à des élèves allophones (dans une logique en trois temps : initiation / découverte / réinvestissement), voici une activité qui permet d'évaluer l'acquisition du vocabulaire de "base" de la géographie par ces élèves, utilisant le principe du Memory.
Les élèves disposent de cartes à retourner et doivent allier les paires image/mot. L'activité peut être menée dans le cadre du cours de F.L.E. ou celui de géographie, voire dans un format montrant les ponts entre les apprentissages en français langue étrangère et les disciplines enseignées en langue française. Le matériel est imprimé en recto, plastifié et découpé afin de créer les cartes à retrouver (le papier doit être suffisamment épais pour éviter que les élèves ne voient en transparence).
Pensé dans un premier temps et proposé ici pour l'accueil des élèves allophones dans le cours de géographie (quelque soit l'âge), ce Memory peut aussi être déployé en cycle 2 ou pour les élèves à besoins éducatifs particuliers (E.B.E.P.). Et bien d'autres mots de la géographie pourraient y être ajoutés !
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LizRyan (dimanche, 19 juin 2022 18:05)
The insight on assessing the acquisition of geography vocabulary by allophone students was quite informative and quite relative and of close congruence to the essay on it I had completed by https://masterlynursingpapers.com/
Enseigner la géographie (lundi, 20 juin 2022 21:53)
Hello, that was exactly right. But, it is not a question here of evaluating the acquisition of vocabulary to evaluate it (as a goal), but of proposing to the pupils to acquire it by allowing them to self-evaluate, and to give the teacher a means of measuring this acquisition in order to accompany it. The proposed approach (with other sessions explained in other parts of the blog) is an accompaniment on disjointed times for the student, who only participate in occasional sessions within a continuous course for the other students. non-allophones. This time is therefore deliberately informative, for both the student and the teacher. It's a time to take stock together. This is neither the end nor the end of this course. It is a time among others, at the beginning of learning.
In the French system, allophone pupils are included in lessons before the acquisition of the French language, but on an ad hoc basis (they only follow a few sessions, and not the whole course, unlike other pupils who take the course), and it is a question of offering them activities within the class, knowing that there is no time dedicated to them during these sessions. Often, they only participate in one out of three lessons during the week, so they have no idea of the other sessions and find it very difficult to follow the content of the course, which progresses without them the rest of the time. The idea is to start from this organization (which could be reviewed, but it is not in the hands of the teacher) and to allow them something other than waiting for time to pass, while the teacher is "dedicated" to other students during these times.
In addition, it is a question here of supporting young students, gently, in this context which is difficult (coming to take a course only once in three when the other students have had access to the other courses, in their own language). Obviously, this can be improved, but it has the merit of offering them real activities other than listening to a course dedicated to pupils who are not allophones, and of which they only follow part of the hours, without continuity.
My apologies for my sometimes broken English.