Evaluation of Access to and Methods of Learning French among Migrants in Precarious Situations within CIMADE Centers in Ile-de-France (France)
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Themes
French as a second language, FLE, migrants, precarious situations, CIMADE centers, learning methods, social integration, professional integration, pedagogical innovations
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Abstract
This research aims to evaluate the access and learning methods provided to first-time arrivals in France in a precarious situation, comparing them to other types of FLE students, and assess their effectiveness for social and professional integration. The study will be conducted through observation, questionnaires, and interviews with students and teachers in CIMADE centers in Ile-de-France, France. The research will contribute to the improvement of current teaching programs by providing the latest pedagogical innovations.
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[...] What are the methods you use the most in class? (Choose 3 from the following and rank them in order of frequency) - Individual Written Expression Exercises - Written Expression Exercises in Small Groups - Individual Oral Expression Exercises - Oral Expression Exercises in Small Groups - Individual Written Comprehension Exercises - Written Comprehension Exercises in Small Groups - Individual Oral Comprehension Exercises - Oral Comprehension Exercises in Small Groups 3.2. In your opinion, what are the most appreciated methods by the students? [...]
[...] I therefore decided to focus on one of these projects: FAAR (Training, Reception of Asylum Seekers and Refugees) and its application in the Paris region within the associations CIMADE (Inter-Movements Committee for Evacuees). This project was born 10 years ago (Cimade, 2008), it seems interesting to me to evaluate its effectiveness and appreciation among students. I would like, in a first time, to compare the methodology used for the first arrivals in difficulty with the more common methods such as the communicative approach (Cuq & Gruca, 2003), for example, through interviews with experienced teachers. [...]
[...] Therefore, there is a real risk of arriving at a ' déjà-vu' program proposal. Thus, preliminary research and analyses of interviews and questionnaires will therefore be decisive in establishing the state of the art of the methods used for teaching French to precarious migrants in order to avoid this risk of 'déjà-vu'. IX. Annexes 1. Questionnaire for migrant students (former and current) 2. Questionnaire for teachers ANNEX QUESTIONNAIRE FOR TEACHERS 1. Personal Data: Age: . Sex: M / F Experience 2.1. Years of teaching in FLE: . [...]
[...] French training for migrants 2.3. The different current pedagogical approaches 3. Investigations, results and discussion 3.1. Tools and methods made available to associations 3.2. Results of interviews with teachers 3.3. Statistical analysis of the results of the questionnaires intended for teachers and students 3.4. Proposal for programs combining different methods in an effective and adapted way to the target audience 4. Conclusion 5. Bibliography 6. Annexes VII. Bibliography Adami, H "The Linguistic Training of Adult Migrants". Savoirs, n° 29, p. 9-44. [...]
[...] Title Evaluation of access to and methods of learning French among migrants in precarious situations within CIMADE centers in Ile-de-France (France) III. Objectives of the research Research question: What are the access and learning methods provided to first-time arrivals in France in a precarious situation compared to those of other types of FLE students and are they effective for social and professional integration? Hypotheses: a. Traditional methods may not be necessarily adapted to teaching French to migrants. b. A balance between the different approaches is necessary in order to optimize learning as much as possible, as well as the motivation and curiosity of learners. [...]
