Extract
[...] Contributions of the internship to my professional experience as a Chinese foreign language teacher I.2. Contributions of writing the internship report to my professional training. I.3. My resentments and future intentions Bibliography: Barret Philippe, (2011), Is Chinese a language like the others? International and Strategic Review. Bénazéraf David, (2012), Chinese, the future world language? Magazine article, humanities. Bouvier Béatrice, (2003), Chinese and French: when learning habits clash, journal article, ELA. Fabre, J., Tomasini M. (2006). Foreign students in France and French abroad. Social data: The French society. [...]
[...] The progress of their learning is therefore slow, so they consider the Chinese language to be very laborious. They also face annual changes in teachers. This negatively impacts their learning path, among other things, that of the language being studied. Another reason why they are demotivated is the lack of professional orientation of Chinese in Réunion. Knowing that they are students at a technical and professional high school, they are oriented towards a profession. They ultimately lack involvement, which leads to a decrease in their linguistic level. [...]
[...] Mendez Amélie, (2011), The Teaching of Yu Wen in China: Language Course and Ideological Vector? Journal article, Carrefours de l'éducation, pp to 227. Robert Jean-Michel, (2002), Sensitization to the Asian public: the Chinese example, Journal article, ELA. Si Moussa Azzedine, (2005), Social effectiveness of the French educational system in the ultra-peripheral regions. The case of Réunion. Book chapter (Towards a Just and Effective School), pp.115 to 132 Xie Shuiquan. Critique of the National Chinese Language Teaching Program. http://www.being.org.cn/cla/clap.htm, (site consulted on January 2010). [...]
[...] Another reason why students lack motivation for Chinese is that it is not one of the subjects evaluated in the baccalaureate. I diversified the pedagogical approaches through fun activities, cultural activities for the discovery of Chinese culture. I also proposed workshops such as origami, painting on fans, cut-out papers and many others. However, the expected results were far from meeting my expectations and the students' motivation was not sufficient. The teaching/learning of Chinese within the institution then becomes a real challenge and I have taken the resolution to take up this challenge. [...]
[...] The theme and purpose of this internship are the motivation of students in Chinese LV2 at the high school. Announcement of the problematics: I have clearly noticed that the linguistic level in Chinese of the LV2 students is practically low because, following my diagnostic evaluations as well as other types of evaluations, I was able to deduce that it is similar to that of students in 5th grade.ème or even in 6ème. A review of the concepts and themes already seen in these classes then became necessary to address the difficulties of the students, bring them back up to speed and adapt them to their respective levels of understanding. [...]
