We want to promote the teaching of languages in this reinforced priority education network so that this is an asset for students, allowing them to pursue courses of excellence available locally. In particular we want to observe: - an increase in the number of teachers offering regular teaching of the foreign language. - an increase in the number of teachers offering reinforced teaching (EMILE) of the language chosen by the establishment. - an increase in the number of teachers offering early education (nursery schools) - greater overall participation of teachers in this network in language pédagogical projects. - the maintenance of a Spanish CLIL course (the only one in our area) by the perpetuation of the CLIL teaching at all classes. - the maintenance of courses from kindergarten to college, or even to the local high school. At student level, we would like to see an increase in students from this sector in the bilingual, European sections and international sections available locally, as well as access to the international baccalaureate and bachibac (french/spanish baccalaureate).
The objective of this project was to work on the development of the teaching of modern languages in the reinforced priority education network of the college "les deux canons". We had identified language training and language teaching skills needs. Over the past two years, the modern languages teachers trainers has supported several projects within this network with teachers from 6 schools. Implementation of training, co-teaching, participation in modern languages projects - Support for the implementation of a CLIL course in Spanish at the Lilas and Jacarandas schools and its continuation at the "Les deux canons" middle school - Development of CLIL teaching in English at the Baies Roses school. - Early teaching of English in the Debussy and Bringelliers kindergartens. The teachers had expressed the need for linguistic reinforcement which we proposed before the mobility (hybrid training in oral comprehension and production). Some also wanted to observe Foreign Language teaching situations in other educational contexts and also to discover and rediscover cultural contexts associated with the target language.