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A drop of French in the sea of English
Ladislav Václavík Masaryk University Language Centre Brno, Czech Republic
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Preparation Enactment/Implementation Evaluation → Adaptation Outline
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Run-up stage of the project
Origins FRMU MU strategic plan
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Project description Main objective Stakeholders Goals and objectives
Reasons why Project description
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Ur-syllabus topics 1 Human health and illnesses 2 Human body
3 Doctors and patients 4 Medicaments 5 Hospitals 6 Societal issues (healthcare, MSF) Ur-syllabus topics
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Project approved!
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Needs analysis Materials Assessment plan Syllabus Project work
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Needs analysis Syllabus Enactment Adaptation Curriculum design
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Need analysis Consultations with colleagues & my experience
Entry questionnaire Discussion with students End-of-course questionnaire Need analysis
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Needs analysis stage 1 Teacher experience Consultation Researching
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Materials
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Syllabus design (March-August 2016)
Four-strand balance Student-centred
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Towards a well-balanced course
Meaning-focused input Meaning-focused output Form-focused input Fluency practice Towards a well-balanced course
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Syllabus – content areas
Introduction Faire connaissance du français médical Étudier la médecine Faire connaissance avec l’hôpital Lire le corps humain Interroger un patient Examiner un patient Imagerie médicale Médicaments Système de santé Syllabus – content areas
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Five strands Semaine Sujet Vocabulaire Grammaire Savoir-faire Culture
2 Faire connaissance du français médical Maladies, santé Morphologie des termes médicaux Reconnaître un terme de maladie, décrire son état de santé Le français des médecins et le français des patients ... 9 Examiner un patient Les étapes de l’examen médical Impératif (politesse) Instruire le patient de manière polie La relation entre le médecin et le patient, éthique médicale
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Assessment plan Observation Homework Vocabulary log Motivation letter
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Pilot course (Sept-Dec 2016)
Entry questionnaire and interviews Who were the students? Self-perception of French? Expectations/ Priorities? During-the-course observations End-of-course questionnaires Pilot course (Sept-Dec 2016)
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Needs analysis stage 2 Entry questionnaire & discussion
Background Experience with French Reasons for enrolling Self-assessment Needs analysis stage 2 Entry questionnaire & discussion
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Entry questionnaire
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Entry questionnaire
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Entry questionnaire
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Entry questionnaire
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Entry questionnaire
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Entry questionnaire
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Êtes-vous allé en France?
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Entry questionnaire
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Entry questionnaire
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Entry questionnaire
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Entry questionnaire
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Entry questionnaire
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Discussion on topics Placement test Entry questionnaire
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4-strand balance (fluency development)
Topic prioritization 4-strand balance (fluency development) Material dilution Syllabus adaptation I
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Needs analysis stage 3
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End-of-course evaluation questionnaire
Satisfaction Suggestions
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End-of-course questionnaire: expectations
Enhance my vocabulary Enhance Learn about healthcare systems in France Learn about Brush up on my French Brush up
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End-of-course questionnaire: satisfaction
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End-of-course questionnaire: content
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End-of-course questionnaire: content balance
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End-of-course questionnaire: strengths
Discussions, opportunity to voice one’s opinion Study materials (videos, worksheets) French-only classes Atmosphere, individual approach End-of-course questionnaire: strengths
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End-of-course questionnaire: weaknesses
Too little grammar Just once a week Heterogenous group End-of-course questionnaire: weaknesses
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End-of-course questionnaire: what did I learn?
Basics of medical French New information sources How to communicate with a patient Lots of medical terminology Grammar Ask questions on anamnesis How to examine patient using French How to ask my way in a hospital How the healthcare system in France works… End-of-course questionnaire: what did I learn?
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End-of-course questionnaire: would you recommend the course to others?
Yes, there’s a lack of similar courses at MF MU. Yes, it’s definitely not a waste of time, I learnt a lot. Definitely yes, it’s an interesting course, it gave me a lot. Definitely yes, it was beneficial. The course is useful for people who think of studying or working in France. End-of-course questionnaire: would you recommend the course to others?
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Syllabus adaptation II Online work
Self-directed learning Authentic materials Medical news Vocabulary sets In-class activities Quizlet Out-of-class discussions Enhanced sharing Edmodo Syllabus adaptation II Online work
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Syllabus adaptation II Grammar
E-learning course French grammar Based on medical topics Syllabus adaptation II Grammar
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Conclusion Interdependency: students and teachers in needs analysis
Flexibility: two-stage syllabus adaptation Prosperity: MU foreign language learning trends Conclusion
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Thank you for your attention!
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References Fassier, T., Talavera-Goy, S. (2008). Le français des médecins. Grenoble: PUG Graves, K. (2000). Designing language courses: A guide for teachers. Boston, MA: Heinle & Heinle. Graves, K. (2008). The language curriculum: A social contextual perspective. Language Teaching 41:2, 147–181 Long, M. (2005). Second language needs analysis. Cambridge: Cambridge University Press. Mourlhon-Dallies, F., Tolas, J. (2004). Santé-médecine.com. Paris: CLE International Nation, I.S.P. (2013). Learning vocabulary in another language. Cambridge: Cambridge University Press Snyder, J., F. Bolin & K. Zumwalt (1992). Curriculum implementation. In Jackson (ed.), 402–435. Thieulle, J. (2010). Le langage médical. Wolters Kluwer France
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