Histoire,Géographie et DNL

 

Textes officiels

• Mise en place des sections européennes ou de langues orientales au collège et au lycée Circulaire n°92-234 du 19 août 1992 rectifiée, BOEN n°33 du 3 septembre 1992

· B.O. n°15 – 13/04/1995 : note de service n°95-081 du 05/04/1995 : Ouverture de sections européennes et sections de langues orientales.

· B.O. n°3 – 20/01/2000 : circulaire n° 2000-009 du 13/01/2000 : Rentrée 2000. -5- Les sections européennes.

BO N° 24 du 12 juin 2003 Evaluation spécifique qui réforme le BO de 1994.

BO n°42 du 5 novembre 2003, Epreuve organisée pour les candidats aux baccalauréats général et technologique dans les sections européennes ou de langues orientales à compter de la session 2004

• BO N° 39 du 28 octobre 2004 à propos de la certification complémentaire .

Académies et IUFM

• Académie de Nancy/Metz
  DNL : histoire-géographie, mathématiques, EPS, SVT, SES, STI, STT, sciences physiques
  Langues : allemand, anglais, espagnol, italien
  http://www.ac-nancy-metz.fr/relinter/eurodnl/cgi-bin/default.asp
• Académie de Nantes
  DNL histoire-géographie (bibliographie) :
  http://www.ac-nantes.fr/peda/disc/histgeo/inspecti/ref.htm
• Académie de Versailles : charte des sections européennes http://www.ac-versailles.fr
• Académie de Rouen : dossier complet sur les dispositifs européens , les textes et formulaires concernant les actions Comenius , Arion, les échanges et apariements..
• Académie de Créteil : informations complètes sur le sujet.
• IUFM de Paris IV propose des ressources bibliographiques et Internet pour l’enseignement de la DNL en histoire http://espace-langues.paris.iufm.fr/spip.php?rubrique309 

Généralités, formations , échanges

• Le site de l’association des professeurs de disciplines non linguistiques: EMILE (Enseignement d’une Matière Intégrée à une Langue Etrangère)
• Vous trouverez un espace d’échanges et un dossier et les actes du séminaire Dix ans de Sections Européennes (mars 2002).sur le site Eduscol
• Eurydice , réseau d’information sur l’éducation en Europe: http://www.eurydice.org
• site forum sur les Selo : http://section-euro.forumactif.com/index.htm
• Euronautes : site consacré à L’Europe (comprendre son fonctionnement et sa construction, bouger en Europe , échanger) : http://www.leseuronautes.eu/home
• Monter un projet européen en collège ; ouvrage publié par le CRDP d’Aquitaine qui propose d’accompagner les enseignants dans leurs démarches sous forme de fiches pragmatiques http://crdp.ac-bordeaux.fr/c2000/index.asp?title
• Etwinning : jumelage éléctronique entre établissements : http://www.etwinning.net/fr/pub/index.htm

• http://myeurope.eun.org/

   

• Programme LC-SE (ciep) : http://www.ciep.fr/francobrit/ and http://www.lc-se.net/ : site de partenariat franco-britannique

   

• Programme Elos (L’Europe comme environnement d’apprentissage dans les établissements scolaires ) : http://wwwphp.ac-orleans-tours.fr/elos/spip/

   

• Comenius : http://ec.europa.eu/education/index_fr.html : site pour se former en Europe

   

• Bourse Fulbright : http://www.fulbright-france.org/ : site pour se former aux Etats-Unis

   

• Ciep : http://www.ciep.f site pour se former.

   

• Pestalozzi : programme phare du Conseil de l’Europe en matière de perfectionnement professionnel pour les personnels de l’éducation : http://www.coe.int/t/dg4/education/pestalozzi/default_fr.asp

 

Pédagogie et matières

Manuels (édition française) pour sections européennes :

Classes européennes History Geography 2nde Hatier, 2005 ISBN 2-218-75054-6

Classes européennes History Geography 1ère, Hatier, 2006, ISBN 2-218-92246-0

Classes européennes History Geography Tale, Hatier, 2007, ISBN 2-218-92613-6

Histoire et Géographie, Sections européennes, Tales L, ES, S, Magnard, 2004, ISBN 2210 10291

 

L’épreuve du bac

L’épreuve d’histoire-géographie à l’oral du Baccalauréat, sections européennes anglais, A.

Clermidy et S Gruffaz, coll. Mise en examen, Ellipses, 2006 ISBN 2-7298-2990-2

“Au bac l’histoire-géographie en anglais”. Aide lexicale, conseils et annales, DNL Classes européennes, SCEREN-CRDP de Lorraine, 2003 N° 540 B 0357.

“Enseigner une discipline en section européenne de lycée, l’Histoire géographie” Masson, V, dir , Seli Arslan, 2004

Revue Echelles de l’Académie de Créteil a consacré un numéro sur l’enseignement de l’histoire et la géographie en section européenne (numéro 28 octobre 2008).

Forum anglais sur l’enseignement de la géographie:http://www.learningnet.co.uk/cgi_bin/ubbcgi/forumdisplay.cgi?action=topics&forum=Geography&number=5&DaysPrune=100&LastLogin=

What’s what : dictionnaire culturel du monde anglophone. Ellipses 2004

Geography compass : http://www.blackwell-compass.com/subject/geography/about ; site de publication d’articles de géographes anglophones.

Site du conseil de l’Europe (rubrique coopération culturelle) :www.coe.int; (dossier sur l’enseignement de l’histoire en Europe)

Site de professeurs d’histoire géo en SE :

http://proflebras.ifrance.com/Index.html (beaucoup d’exercices et de voc sur les classes de lycée, bien pr lapréparation du bac )

Site d’un professeur d’histoire anglophone concernant la préparation du GCSE (histoire du XX siècle ) : http://www.johndclare.net/

Site d’échanges d’informations et de ressources entre professeurs d’histoire-géographie en SE :http://pennybank.online.fr/

Site anglophone sur l’enseignement de l’histoire http://www.spartacus.schoolnet.co.uk/historywebsites.htm

National archives : http://www.learningcurve.gov.uk/

Association géographique anglophone : http://www.geography.org.uk/secondary/

Participer à une session internationale :

Euroscola : http://www.europarl.europa.eu/brussels/4/bru81eu13633.htm

Le parlement des jeunes : http://www.pejfrance.org/

Model United Nation: http://www.nmun.org/

ENO: (700 écoles sur des projets liés au développement durable et la solidarité, une conférenceannuelle en Finlande) : http://www.joensuu.fi/eno/teachers/schooltwinning.htm

Asie : Asia-Europe Classroom: http://www.aec.asef.org/index_flash.html

Concours B.D multilingue par l’association “No man’s langues “ Concours de BD ouvert à tous les élèves des collèges , lycées , BTS , Prépas par groupe de 2 à 4 élèves . Http://www.festivaldeslangues.org/concours.php “Champions de climat” est un initiative du British Council menée en parallèle dans treize pays européens dans le but de s’engager pleinement dans la lutte contre le réchauffement climatique. Hhtp://www.britishcouncil.org/france-champions-climat.htm Label européen des langues pour améliorer les compétences linguistiques des élèves : http://www.europe-education-formation.

 

 Problems:

• language mistake

• science terminology (specific language)

• how to use 2 languages

• translation

• pronunciation

• materials

• aims of bilingual programme ?

• Warming up tasks ?

• Policy of introduction

• assessment

 Language

We must talk in World English and not England English (like a native speaker):it’s ENGLISH LINGUA FRANCA (ELF).

When we talk we use SPEAKING LANGUAGE (BICS Basic Interpersonal Communication Skills )and not WRITING LANGUAGE ( CALP Cognitive Academic Language Proficiency) : a mistake in writing language is not a mistake in speaking language.

 Examples ELF and BICS:

• non use of third person ‘s’

• interchangeability of ‘who’ and ‘which’

• omision and insertion of definite articles

• use of all purpose question tag : no? Or isn’t it ?

• Increasing redundancy with prepositions ? : can we discuss about ?

• Reliance on verbs of high frequency ? : do , have , make , put , take .

• Pluralisation of nouns : advices, informations

• ‘that’ clauses instead of infinitive constructions : I want that we go home now.

• Increasing explicitness: black colour.

 References

Cummins, J (1984)”Bilingualism and special education :issues in assessment and pedagogy”. Clevedon , England. Multilingual Matters.

Edelsky, C (1990) “Whit literacy and justice for all : rethinking the social in language and education”. London The Falmer Press.

CALP Grammar needed (13 formula)

1. present passive+preposition and conjunctions :Volcanoes are formed by ….

2. past passive+prepositions and conjunctions: The treaty was signed on ….

3. gerund as noun : measuring an earthquake can be done in two ways OR mobilising the army took longer than the government had intended.

4. use of “would” as habitual and finished past: most children would work 60 hours a week in the mills.

5. use of ‘would’ as future intention :it was decided at the meeting that the city would be divided into four zones.

6. familiarity with ‘although’ :although they had promised to support the invasion…

7.while (contrastive not temporal) : while transport improved between 1750-1830, some problems remained…

8.familiarity with ‘time’ phrases: at this time, at the time, at that time, on time, in time, time after time …..

9. ease with anaphoric reference: a plant needs light to make food. So it responds to it by growing towards it. ?

10. all conditionals : why should you use fluoride toothpaste?What could happen if you didn’t use fluoride toothpaste?

11. understanding difference between fact an opinion: the battle should have been fought on three sides . The battle could have been fought on three sides.

12. past perfect simple : for some time Lenin had wanted to …

13. past perfect progressive (as factual/emotional comment) ?: the war had been raging for three years when …

 NB : in our course with pupils we can use 2 languages to work ; for example we can work on a text in a mother tongue with questions in English.

 

Different types of tasks

Jim Cummins has devised a model which helps categories tasks in both the Bilingual and Language classroom along a spectrum of difficulty.

 

A Context embedded Cognitively undemanding (comprehensive question)   Examples: 1. Match the picture to the heading sentence. 2. Look at the map and write in the chart where people from each country migrated in the 18th and 19th centuries. 3. Read the text and answer the questions: when, what, where….	C Context embedded Cognitively demanding .(majority of tasks)   Example : 1. Use the information in Figure 2 to draw a pie chart to show the origin of migrant workers in Germany. 2. Make a sketch of a fjord landscape and label with words from the text.
B Context reduced Cognitively undemanding (no visual support)   Example: 2. Read the text and answer the true/false questions. 3. Listen to the CD and fill the chart.	D Context reduced Cognitively demanding   Example: 1. write an essay about… 2. make a list about ….

 In bilingual the majority of tasks should be cognitively demanding and context embedded © .Whit the context reduced pupil needs knowledge.

 Reading strategies

 

Pace	Tasks
Fast	1. Write down key concepts. 2. Write what you remember
Medium (focus on information)	1. Pick out points you know/ you don’t know 2. Find opinion/fact
Slow (focusing on every word)	1. Underline everything you know (it’s better that underline the words you don’t know) 2. True/false questions

 Chunks and collocations

There are two or more words that often go together. There are two kinds of chunks or collocations :

general or specific to a topic .

 Examples of “general chunks”:

• in the early nineteen century

• the fast train / a quick shower

• to argue among themselves

• do your homework / make a mistake

 Different kinds of ways of learning

• Linguistic/verbal / : an essay writing or doing word puzzles.

• Visual : drawing pictures or responding to pictures.

• Spatial : reading maps or playing chess.

• Manipulative : making models .

• Logical- Mathematical : making timetables or calculating .

• Musical : playing an instrument or composing music.

• Interpersonal : helping others learn or showing and telling.

• Intrapersonal/Metacognitive : predicting what you will do well/badly or reviewing and evaluating.

• Kinesthetic : sports or moving round classroom.

• Experimental : finding out activities or workings things out.

 Types of thinking

• comparing : the Normans were more killed than English.

• Chronological order : after destroying the monasteries, Wolsey hanged the abbots.

• Cause and effect : the Reformation caused unrest across England.

• Classifying : the crocodile belongs to the reptile groups.

• Evaluating : despite being a woman , Elizabeth 1 was a very strong monarch.

• Generalizing : most people live in large cities.

• Describing : rainforest are located in Africa, South America and South East Asia.

 Enquiry learning for CLIL.

Stage	Strategies	Skills used
1 Tuning in	Brainstorming, asking questions, discussion, making drawings/diagrams.	Questioning, organizing, sharing ideas, listening, talking, planning, predicting, estimating…
2 Finding out	Visitors, outside visits, videos, research on the web , reading experiments.	Observing, summarizing, asking questions, selecting, information, researching, reading, note taking, comparing …
3 Sorting out	Classifying, grouping, sorting charts and graphs and sequencing narrative/process.	Organizing, classifying, seeing, collaborating, presenting ideas, listening, reading, writing, drawing, reporting, testing, …
4 Reflecting	Evaluation and assessment, learning journal, public display/publicity .	Responding, speaking and writing clearly, performing, clarifying.

 

Synthesis of advice in bilingual teaching.

1. Start from the students (Diagnosing where my kits are) . What don’t you know about..? (Do not ask what they know) OR What would happen if…?Take a slow thinking quiet time… Collect the answers and write them on the blackboard in English

2. Provide three times as many visuals (Internet maps, charts, diagrams…)

3. Provide more variety of task type

4. Work in a greater variety of pace (speed).

5. Offer many more activities which require cognition and creativity instead of ‘learning’

6. Don’t be afraid of using their mother tongue during the lesson.

 7. Textbooks and visuals : when you are using a textbook, students are going to look at the pictures first. What is the purpose of the pictures? They have to teach something else besides the text. Look carefully at your pictures in the textbook and choose others on the Internet.

Written by Patricia Grondin   Teacher : Diana Hicks

Tags : Add new tag, bilingual teaching, CALP, Chunks, Content Language Integrated Learning

 

A. Strands of historical development

• English binary system:

• Class (british position ): 7% of pupils study in a private school (30 000 euros a year registration fee in a private school)

• Ability : for at 11 pupils pass an exam to go to Grammar School (there is only one grammar school in Cheltenham). If they don’t go in a grammar school they can go in a comprehensive school where all the children are welcome. Some of these Comprehensive Schools are trying to become Specialist Schools specialised in some subject because in that way they get better marks.

• School is compulsory between 5 and 16.

• The language is another problem : french is the second language they learn but they don’t get good marks at it.

• The English school system is not homogeneous.

• There is a test at every stage.

   

Key stage 1	Reception Year	4-5 years old	Base line assessment-reading, writing and communication.
	Year 1	6
	Year 2	7	Sats -in English and Mathematics (internally assessed )
	Year 3	8
	Year 4	0
	Year 5	10
	Year 6	11	Sats -in English and Science (externally marked )
	Year 7	12
	Year 8	13
	Year 9	14	Sats -in English and Mathematics (internally assessed )
	Year 10	15	CGSEs-in choice of subjetcs , courseworks submitted .
	Year 11	16	CGSEs- in 8- 13 subjetcs , most will take English an Mathematic.

 Websites:

http://www.ofsted.gov.uk/: office of standards in Education.

http://eduwight.iow.gov.uk/curriculum/foundation/history/keystage3/2SUBJECT.asp :english official website with the curriculum

Http://www.geography.org.uk/secondary/secondaryhandbook/ textbook

 

B. What are the requirements of the 21^st Century?

• Numbers of employment changes

• Decentralization of the workforce, we need different kind of specialists

• Parents/carers having to work and for longer (latchkey children : children who live in autonomy because parents work a lot )

• Higher cost of living/housing

• Consumer based materialistic society

• Increased global travel

• The importance of the e-learning

• Personalized learning centers

Written by Patricia Grondin                Teacher : M. Abrahams (cheltenham’s course)

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