Teaching Mohammed Dib's literature: leads and motivations

In order to encourage the public to discover the work of Mohammed Dib, we propose some teaching activities to be done in classes from kindergarten to high school. Although the current French curriculum is used as a frame of reference, the authors adapt their proposal so that all audiences can use it to practice linguistic skills and improve literary knowledge

THE NIGERIAN UNIVERSITY FRENCH TEACHER AS INNOVATOR: AN INNOVATION IN THE UNIVERSITY OF UYO FRENCH STUDIES CURRICULUM

<p>This paper begins by aligning with the position of some curriculum theorists that curriculum is a set of learning opportunities and experiences organized to enable the learners in an educational system to attain societal aspirations and values, one of these being development which begins at the individual level, with the attainment of self-actualization and fulfilment, including a fulfilling employment. The paper then reviews the University French studies curriculum in Nigeria from its inception, and reveals that from the 1990s, the B.A. (French) curriculum in particular has increasingly produced unemployed graduates because the curriculum has equipped them with unemployable skills and competencies. “Français de spécialités” is proposed as a curriculum content innovation that would give the learner employable skills and competencies. A B.A. degree curriculum which combines the study of French language with that of another discipline whose specialized French language the learner wants to master is proposed as an effective strategy for the pedagogy of “français de spécialités”. Motivated by this researcher’s studies, his Department has adopted and is in the process of implementing this curriculum. The teacher’s innovative disposition is therefore an asset to French studies in Nigeria, especially at the University level where innovative thinking and research are of primary importance.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0628/a.php" alt="Hit counter" /></p>

Implementation of autonomy phase during the Anaesthesia and Critical Care residency: Monocentric University Hospital experience

Background: A new French curriculum about anaesthesiology and critical care residency has started in November 2017 involving an autonomy phase supervised by seniors with main objective to prepare for the professional exercise. Since 10 years, Anaesthesia and Critical Care Department of Rouen University Hospital has established a similar process with autonomy practice supervised by senior doctor during the last year of residency. Our 5th year training local program is therefore very closed from the new French anaesthesiology and intensive care residency curriculum. In our hospital, In order to project this supervised autonomy phase, the aim of this study was to assess the opinion of our former residents who benefited from our supervised autonomy phase during their last year of training.Methods: A standardized questionnaire was sent to all the residents trained in Rouen between 2004 and 2016 and who have been involved in supervised autonomy phase. Three areas were studied: the profile of responders, the practical and theoretical training received and the supervised autonomy phase.Results: The response rate was 84.1% (95/113). Theoretical and practical training was rated good or excellent for 93.7% of responders. The supervised autonomy status was noted to be positive by 94.2% of the respondents. The highlighted skills were autonomy, learning the organization of working time and preanaesthesia clinic. A majority (85%) of the residents reported having had little or no difficulty and 97% said that this status facilitated their position as a senior physician. This phase of autonomy should be included systematically in the residency for 93% of them. Conclusions: Supervised autonomy status would enable empowerment under secured supervision conditions. The majority of residents felt that this supervised autonomy phase should be systematically included in our training as proposed now by the new French curriculum.

LA SIMPLIFICATION DES FABLES FRANÇAISES POUR LES LYCEENS

Le curriculum de français de l’année 2013 pour l’enseignement secondaire en Indonésie a évolué. Selon le curriculum 2013 KD 3.8, l’une des compétences visée actuelle est de connaître les fables françaises et de savoir les raconter en tenant compte les éléments linguistiques, la structure textuelle et la fonction sociale. Mais les fables françaises en version originale ne sont pas destinées pour les débutants puisque la plupart du vocabulaire et la grammaire utilisés sont pour le niveau intermédiaire ou avancé. Cet article vise à simplifier les fables françaises pour la matière de français au lycée en Indonésie. C’est une recherche et développement « R&D » adoptant cinq phases : potentiel et problèmes, collecte de données, conception de produit, validation de conception et révision de conception. La source utilisée est les douze livres de Jean de la Fontaine et nous en a pris une de chaque livre au hasard ou random sampling. La simplification recouvre trois éléments, ce sont : le lexique, la syntaxe et le texte en considérant également la structure de la fable. A part cela, pour aider la compréhension des apprenants, les fables simplifiées sont équipées des illustrations. Ce travail a passé les étapes de validation par l’expert et révision de conception. The French curriculum of 2013 for secondary education in Indonesia has changed. One of the current skills is having knowledge about French fables and to retell them by considering linguistics elements, the textual structure ant the social function. But the French fables in original version on website or book story are not intended for beginners because most of the vocabulary and grammar used are for the intermediate or advanced level. This article aims to simplify the French fables for the lesson of French in senior high school in Indonesia. It is a research and development « R&D » adopting five phases: potential and problems, collecting the data, product design, validating the product and revising the product. The source used is the twelve books of Jean de la Fontaine and we took one from each book randomly or random sampling. The simplification covers three elements, these are: the lexicon, the syntax, and the text considering also the structure of the fable. In addition, to help learners’ comprehension, the simplified fables are equipped with illustrations. This work has passed the steps validation by the expert and design review.

Language Curriculum Analysis of French Literature in Iranian Universities at BA

This article attempts to realize the dominant approach in developing the academic curriculum of language degree and French literature in Iran. It concentrates on analyzing the content of the curriculum approved by the Ministry of Science, Research and Technology in Iran and the University of Tehran. It was concluded that the first curriculum opts an approach of broad areas by considering the isolated components of language learning. It encompasses the literature of each century. Yet, Tehran University has sought to review the curriculum of Bachelor degree in 2011. With regard to the course of the general French, curriculum decisions are influenced by the corporation, specifically by French companies (under the influence of the action-oriented perspectives in language teaching). In these courses, the approach is based on the general areas. The courses in French literature are based on learning objects and are part of a multidisciplinary approach.