Lionel+Carbonel

= My Profile: =

= Action Research Project Planner:  = Which area/s of your practice would you like to improve? What will be your focus for this project in 2012? Which aspects of the Standards does your project relate to? ||
 * = Stage 1 ** – ** ANALYSE =
 * Speaking in the Target Language (French) in Year 11 class. How to use target language while still communicating the expectations and requirements of the VCE. Increase the use of target language in my Year 11 class.


 * __Language and Culture__**: They have knowledge of the language(s) and culture(s) they teach which enable them to participate readily in interactrions in the language in and out of the classroom.

__**Language Pedagogy**__: Accomplished teachers have a developed understanding of the language learning process. || Timeline for 2012 ||
 * = Stage 2 - PLAN =
 * __**03/05/12 - Workshop 1:**__ Planning the investigation - Write the survey

__**Week 3/4 May 2012:**__ Give survey to Year 11 French students || What did you do?
 * == Stage 3 – ACT ==

After looking at the survey results I have taken some actions in the classroom in relation to the use of target language. Although results showed a mostly positive perception on the use of target language by the students some aspects of my teaching I have modified are:


 * Greetings** - Although most students said I was using French to greet them, some students felt like it wasn't enough which I felt disappointed about. I have put a particular focus on that aspect making sure that I always greet students in French in and out of the classroom.


 * To discuss topics** - Once again in my mind I believed it was a key aspect for which using the target language was essential. The survey showed that students wanted me to use more target language for that aspect of teaching. Once again it has been a focus in my classroom to use more French when discussing topics.

I found it difficult to come up with clear evidence about those changes as it wasn't something I wrote in lesson plans or in the curriculum. It was rather some actions taken at specific moments of a lesson keeping in my mind the results from the survey. || What did you notice?
 * == Stage 4 - OBSERVE ==
 * == Stage 4 - OBSERVE ==

Jane MacDonald observed one of my lessons this year which was after the survey and actions were taken. The following feedback and observations were given to me:


 * The balance of French and English in the classroomis good. Jane compared with the balance of French and English in her classroom and found it very similar.
 * English is used to give instructions and support students use of French.
 * Aspects of teaching where English is used are mainly administrative. VCE expectations, homework, etc.

In terms of the students, the changes haven't been very obvious. I believe high achievers feel satisfied by the slight increase of the amount of French used while weaker students can still benefit from the change. They are more exposed to the language but it is not a complete change in the balance which could discourage them. || What would you do the same/differently in the future?
 * == Stage 5 - REFLECT ==
 * == Stage 5 - REFLECT ==
 * I would like to keep looking at ways to introduce new vocabulary using the target language at Senior Level. It is an aspect which came up in the survey. With Jane we have discussed how we usually introduce new vocabulary and the fact that it is sometimes easier to present and introduce new vocabulary at junior level.
 * I will surely re-use the survey in the future as it highlights important aspects of teaching.
 * Peer observation (especially from a French teacher in this case) will allow me to receive more feedback on my teaching and the use of target language.
 * Balance French-English was good overall but high achievers tend to want more and a few students want less French. Is the use of target language an opportunity to differentiate?
 * It is difficult to plan the amount of French or English we use in class. It is essential to know our students and to find the correct balance in class depending on the activity we are doing.
 * We have to be aware of the role of English in a language classroom. It helps connect with all students. Target language can create barriers particularly with weaker students. ||