Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iAIMn6116307; Thu, 18 Nov 2004 17:49:06 -0500 (EST) Date: Thu, 18 Nov 2004 17:49:06 -0500 (EST) Message-Id: <20041118222600.11810.qmail@web54707.mail.yahoo.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Ujwala Samant <lalumineuse@yahoo.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10577] RE: literacy issues X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 1946 Lines: 53 Hi All, Last year, my family and I moved to France. My son was almost 10 then. He spoke French but was extremely weak in French writing as he had spent the past five years in the US. He started school in a French school and they offered a separate course for all non-French or French expat students called FLE=Francais Langue Etrangere. These children were given special French classes to catch up with French as a language, French for communication. They were tested regularly and the programme was conducted and coordinated with the class teacher, so there was systematic feedback between them. Children were moved into regular French language/subject lessons only when the FLE teacher and the class teacher agreed that the child would be able to manage. Since this is a French school, the teaching for all the other subjects is in French. He had students who spoke no French, some French and others who like him spoke French but had been educated in a different language. School started in September, and by the January term he was no longer in FLE. There were students who stayed longer in FLE, and others who left before he did. The classes were conversational,they played games, had excursions during FLE, and were project based. Outside FLE, they were in regular classes with their French classmates. From what my son (and his nemesis in FLE, a French girl raised in England) told me, the FLE gave them the confidence to speak French and also understand better what was going on in class. He said that the Japanese students had the hardest time. Of course being ten he couldn't tell me exactly why they had the hardest time. One of the Japanese mums confirmed that it was the pronunciation that they found difficult, and the fact that they socialised with Japanese families outside class. Cheers Ujwala Samant __________________________________ Do you Yahoo!? The all-new My Yahoo! - Get yours free! http://my.yahoo.com
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