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CEFR entry level:  

 A2.1 

TEST YOUR LEVEL: and  

Delivery:  

20 hours online 
(2 hours per week, 10 weeks)   

4-hour in-person workshop: 
Saturday 15 November (in-person in UL)  

Course dates:  

 Week 01: Thursday 16 October 

Week 02: Thursday 23 October 

Week 03: Thursday 6 November 

Week 04: Thursday 13 November (online) + Saturday 15 November (in-person) 

Week 05: Thursday 20 November

Week 06: Thursday 27 November 

Week 07: Thursday 4 December

Week 08: Thursday 15 January 

Week 09: Thursday 22 January 

Week 10: Thursday 29 January 

Total course duration (in hours):  

Takeaway material:  

Slides, worksheets (digital material) 

Photocopies (face-to-face workshops) 

Learning outcomes in focus:  

• Enhance teachers’ linguistic competence in French, focusing on the development of skills at A2.1 of the Common European Framework of Reference for Languages (CEFR).
• Enable teachers to use French in the classroom, facilitating communication with peers and instructors in both structured and spontaneous contexts in a variety of basic everyday topics.
• Foster confidence in teachers to actively use French in teaching, with an emphasis on modelling authentic language use, giving instructions, and engaging students in meaningful language practice.
• Equip teachers with knowledge of the cultural aspects of the French-speaking countries and demonstrate how to integrate cultural content (e.g., traditions, customs, and societal contexts) into language lessons, enhancing the language learning experience beyond linguistic competence.
• Encourage teachers to view language learning as a lifelong journey, promoting continuous professional development in language acquisition and teaching methodologies as well developing their own personal learning strategies.
• Prepare teachers to implement MFL learning outcomes within the broader curriculum context, including cross-curricular links with literacy, numeracy, and other subject areas.
• Support teachers in adapting their language teaching practices to meet the diverse needs of primary school students, including differentiated instruction and inclusive teaching strategies.
• Support teachers in developing their own plurilingual and pluricultural competence so that they can use their understanding of one language to comprehend texts in another language, mobilise their repertoire in different languages in order to explain a problem or to ask for help or clarification, switch between languages in conversations to aid understanding and communication, incorporate cultural elements into language learning for a more immersive experience.

Proposed methodology:  

Classes will be interactive, and activities will be varied giving intensive practice in all language skills with an emphasis on speaking and listening. Active participation in the classroom will be expected. Material used in class will be drawn from a variety of sources, including the textbook and online resources. Self-directed learning in the form of strengthening activities will be highly encouraged.  

Sample of activities:  

Listening comprehension, reading comprehension, oral practice, role-plays, games, songs, grammar and vocabulary activities, pronunciation exercises, etc.