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Édith Piaf, née Édith Giovanna Gassion le 19 décembre 1915 à Paris et morte le 10 octobre 1963 à Grasse, est une chanteuse française de music-hall. Archétype de la chanteuse grasseyante par son roulement des r, elle est l'une des dernières interprètes de la chanson réaliste française. Cinquante ans après sa mort, elle demeure la plus célèbre chanteuse francophone à travers le monde. Surnommée à ses débuts « la Môme Piaf », elle est à l'origine de nombreux succès devenus des classiques du répertoire, comme La Vie en rose, Non, je ne regrette rien, l'Hymne à l'amour, Mon légionnaire, La Foule, Milord, Mon Dieu ou encore L'Accordéoniste. Chanteuse à l'interprétation et la voix saisissante, elle a inspiré de nombreux compositeurs, a été le mentor d'artistes plus jeunes tels qu'Yves Montand, Charles Aznavour, Les Compagnons de la chanson, Georges Moustaki, et a connu une renommée internationale, malgré une fin de carrière rendue difficile par de graves problèmes de santé et une mort survenue à seulement 47 ans.

Welcome to our site to share students' work from the first to the fourth year Japanese language! The purpose of this site is to give you some ideas of what our students do in class and to create opportunities to share work by our students. Our program offers Elementary Japanese I and II (first year), Intermediate Japanese I, II (second year), Advanced Language and Composition (third year), and Advanced Language and Cultural Studies I to IV (fourth and fifth year). We have about 150 students enrolled in total for 2013-2014. Please click the classes which you are interested in and tell us what you think.

" Ce site a été créé pour les besoins d'une formation d'enseignants sur le traitement de l'image iconographique en classe de langue. L'objectif était de produire un panel d'activités d'apprentissage sur un support multimédia. Les activités sont accessibles à tous,! J'ajoute régulièrement de nouveaux exercices selon les demandes de mes étudiants ou des professeurs. A ce propos, vous pouvez utiliser le forum pour me faire part de vos remarques ou propositions."

The framework for building Global Competency in our WL courses. Developed through an extensive process of consultation, the Department has established its first-ever fully articulated international strategy for 2012-2016. The strategy is designed to simultaneously advance two strategic goals: strengthening U.S. education and advancing our nation's international priorities. The strategy reflects the value and necessity of: A world-class education for all students; Global competencies for all students; International benchmarking and applying lessons learned from other countries; and Education diplomacy and engagement with other countries.

How do we manage activities in a PBLL class?

"Traditional American classrooms tend to fit a particular mold: Students face the front of the class where teachers lecture. Students take notes, finish assignments at home, and hope to memorize enough information just long enough to pass a test. Engagement and passion are often in short supply - among students and teachers. The system does not necessarily accommodate all learning styles, and even those who fair well may be missing out on other important work-life lessons, like how to creatively solve problems, stay focused, work as part of a team, and organize their thoughts in a way others will understand. This is where project-based learning enters the equation."

"Building reading competence seems to be a bit more challenging these days. Maybe it's just me, but students seem quite reluctant or incapable of guessing while reading. We have to provide a comfortable environment to encourage guessing. Moreover, teachers need to find ways of attracting students to reading of any kind-for information [see http://flava2011.wikispaces.com%5D and for pleasure. I feel it's somehow related to our testing culture that demands 'the right answer.' So how can we build reading? -By following what good parents do with children as they grow. Read children's books to your students-in class or in a reading circle on the floor in the library. Let students read for fun without an assignment attached. Or, read with a fun assignment. Read song lyrics and use them for a variety of reading steps: pick out words you can guess, pick out verbs that look similar to ones you've seen recently, which activities refer to a future event?, which phrases use an object pronoun? Which words go along with our area of study [Earth Day for example] Look at a related website and repeat the steps above. When does the song change from lyrics in one language to another? Link reading to a visual and show the visual first-a personal video, a tourism clip, a feature film. I used to think this was the reward after the reading, but so many topics can be enhanced if you teach about them saying: remember when you saw… [A previous student's video about daily routines, the advertisement for the Col Vert campground, Petit Nicolas, The Phantom of the Opera are such examples worth a preview."

Game geared toward spontaneous speech in French

Great tips for using social media in the WL class!

Créé en mars 2013, ce site est avant tout un blog pédagogique qui s'adresse à tous les formateurs FLE. Chaque semaine, nous publions un article présentant une activité pédagogique à mettre en œuvre en classe de FLE. Suite à la migration de ce site en septembre 2013, nous avons créé une section de "brèves", dans laquelle vous retrouverez des réflexions pédagogiques, des idées ou l'actualité des Zexperts, dans un format moins développé que sur le blog. Ce site comporte également un espace présentant les formations que nous menons auprès de formateurs FLE, ainsi que le projet France Horizons, nos séjours linguistiques organisés chaque été à Paris.

Un article complet sur Wikipédia.fr 

Some good ideas for student engagement

Super ideas for strategies to support CCSS in all classes.

I like his approach. Even though we're doing literacy in World Languages, not English, he has some great ideas to share for us to adapt.

For the first thirteen years of my career, I did not know what the difference between language acquisition and language learning was. In fact, I'd dare say that I didn't really even know that there was a thing called "language acquisition" and I certainly had never heard of Dr. Stephen Krashen. I taught my students Spanish and French in a way where acquisition was unheard of. I used the textbook and taught long lists of thematic vocabulary. They were successful, yes. However, I'm afraid that most of them are destined to become one of those people who say "I forgot everything I learned in language class." I have heard this statement from dozens, possibly a hundred or more people who usually say this once they learn I'm a language teacher.

What do you think of when you think of your Target Language country/countries? While you may have spent some time there - and traveled to various spots - your students may have not. As a Japanese teacher it seems that Tokyo is the number 1 'want to go to' place for my students. However, as I spent my first 2 years in Japan in smaller more out of the way places, I want my students to learn that there's more to Japan than the big urban areas. And so the Year4 travel fair - a summative activity at the end of a 2-week unit - was born. It allows students to utilize key words they will need if/when they visit Japan - and also allows them to research and introduce key areas to their classmates during an interactive oral. For me the fair takes a week - with time spent planning/preparing for the 'fair', running the fair and then using the information for a written 'summative' evaluation. (My handout - for my Yr4 Japanese class including is here) The premise: Design an optional tour for a visitor to Japan - one that is outside major urban areas (I list the 'no go' places). This can be a 2 or 3 day tour.

If you've ever considered having students bring their own devices (BYOD) to class, you've probably worried…won't the kids text all day long? How do I keep them from taking inappropriate photos or posting on Facebook while I'm teaching? Aren't students' phones a huge distraction? Here to help is Kristy from the 2 Peas and a Dog blog. Kristy is a Canadian middle school teacher who is in her seventh year of teaching Grades 7 and 8′s. She has allowed students to bring their own technology into the classroom for a few years now, and is excited to share how BYOD works in her classroom.

Includes video example - great ideas for WL classes

Pedagogical ideas

Great ideas for EL or WL classes from Larry Ferlazzo's newest book via @Edutopia 

Bûche de Noël : la recette

Bûche de Noël : la recette