novembre, 2018

05nov(nov 5)8:30 matin09(nov 9)4:30 après-midiIntensive Teacher Training Course in Neurolinguistic Approach, (NLA 1)8:30 matin - 4:30 après-midi (9) Western Academy Of Beijing 北京京西国际学校 - Chaoyang Qu 朝阳区

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Détails d'activité

Summary (short version)

The neurolinguistic approach (NLA) is a new paradigm for teaching and learning a second or foreign language in an institutional setting. This approach was developed by Claude Germain and Joan Netten, in the context of the growing influence of neuroscience on education. The objective of this week of intensive training is to provide both second- or foreign-language teachers and administrators with the theoretical and practical foundations of the NLA’s teaching strategies. The workshop, led by Steeve Mercier (Ph. D. ; Université Laval) and Olivier Massé (Ing. Form.), with the participation of Claude Germain (emeritus professor at UQAM and SCNU), lasts a full week and offers participants a theoretical and practical content.

概要

神经语言学教学法是一种针对第二外语或外国语学习及教学的新型教学范式。这种教学法是由Claude Germain 和 Joan Netten两位专家在新的教育神经科学的影响下设计研发。神经语言学教学法强化班课程是服务于第二外语教学和外国语的教学的培训,是对教学责任,理论基础和教学实践策略的培训。培训由拉瓦尔大学教师Steeve Mercier 和法国培训讲师Olivier Massé授课,及培训的创始人Claude Germain,具有丰富教学经验的老教授 (加拿大魁北克大学教授,中国华南师范大学名誉教授)。三位专家将为学员提供为期一周的理论与实践教学培训课程。

This workshop includes 35 hours of classroom coursework and 15 hours of individual work prior to and following the workshop. These 50 hours of training lead to the Level 1 CA-NLA certification (Certificate of Aptitude in the NLA).

加拿大神经语言学教学法培训第一期总时长为50个小时(NLA,授予资历认证教学证书,等级1级),其中35小时为面对面授课,15小时培训的课前工作及培训的课后工作。

DECEMBRE 2017; WORKSHOP NLA 1; LAVAL UNIVERSITY, QUÉBEC
(Olivier Massé, Claude Germain, Steeve Mercier )

Summary (long version)

The neurolinguistic approach (NLA) for learning a second or foreign language (SL/FL) is a new paradigm for teaching/learning SL/FL communication skills in an institutionnal setting.

阐述

神经语言学教学法是一种在第二外语或外国语教学环境中获取第二外语或外国语的沟通技能教学的新型范式。

This new approach was developed by Claude Germain (Emeritus Professor at UQÀM and the South China Normal University) and Joan Netten (professor at Memorial University of Newfoundland) in the context of the growing influence of neuroscience on education. It is based on Paradis’s neurolinguistic theory of bilingualism (1994, 2004, 2009), as well as research carried out by N. Ellis (2011) and Segalowitz (2010); it is also influenced by Vygotski’s views on social interaction (1985).

这种教学法是在神经科学教育兴起的影响下,由Claude Germain(加拿大魁北克大学和中国华南师范大学的名誉教授)和 Joan Netten (纽芬兰纪念大学教授) 设计研发。它是以Paradis先生的双语神经语言学为教学理论(1994,2004,2009),N. Ellis (2011) 和 Segalowitz (2010)实践工作为基础;并也受到了Vygotsky关于社会相互作用的观点的影响。

The NLA is founded on five basic principles, formulated by Germain and Netten (2011, 2012a; Netten and Germain 2012), which create the necessary classroom conditions to maximise the potential of learners’ brains and develop spontaneous SL/FL oral communication and internal language, thereby optimising reading and writing in turn (Germain and Netten 2013b).

神经语言学教学法基于五项基本准则,由Germain和Netten(2011, 2012a; Netten et Germain, 2012)开发制定了必要条件。课上使学习者最大限度发挥大脑潜能,首要激发第二外语或外国语的自发性口语化沟通,从而达到最佳的书写能力与阅读能力的优化(Germain et Netten, 2013b)。

The NLA emphasises authentic communication and making use of social interaction. By doing so, it develops the intelligibility and spontaneity that learners require while fostering high levels of motivation during the whole learning process, demonstrating its effectiveness to teachers, among whom the approach has become increasingly popular, independently of the empirical results provided by on-the-ground assessments. The NLA therefore provides twin pedagogical benefits: on the one hand, the learners, who see rapid gains in their fluency and accuracy in the target language, and on the other, the teachers, who see their students’ progress much more quickly and with much less effort than they could when using other methods.

神经语言学教学法基于真实沟通与社交互动的方法。因此,它在培养学习者必要的可理解性和自发性的同时,在整个学习过程中,促进了强烈的求知欲望,教师也感受到其效果是真实存在,且方法是备受欢迎的。因此,神经语言学教学法有双重教学收益:对于学生而言,学习的语言流利程度和准确性迅速增长;同样对于教师,他们也察觉到了这种与之前教学方法相比事倍功半的有效成果。

 

Objectives

Intended for (future) FSL / FSL teachers and team leaders, this workshop aims to develop the theoretical foundations and the practice that is essential for the teaching strategies of the neurolinguistic approach.

培训目标

培训准对于第二外语和外国语的(未来)教师,以及培训负责人。此培训旨在获得神经语言学教学的策略,理论基础及实践是至关重要,且必不可少。

The authentic communication approach introduced during the workshop will allow language learners to develop the fluency and precision necessary for the development of language skills from the beginning level while promoting a strong motivation throughout the learning process.

在培训期间,我们引入真实的沟通方法,在整个学习过程中,培养学生发展其生活所需的自然而精确的语言技能,促进不同外语等级学生强烈的学习欲望。

JUNE 2018; WORKSHOP NLA 1; CANADIAN FORCES LANGUAGE SCHOOL, GATINEAU
(Steeve Mercier, Joan Netten, Olivier Massé)

CLICK ON THE IMAGE TO WATCH A REPORT (IN FRENCH) ON OUR NLA TRAINING FROM
RADIO-CANADA TV

WRITTEN REPORT BY RADIO-CANADA (IN FRENCH): https://ici.radio-canada.ca/nouvelle/1074547/neurolinguistique-francais-formation-immigrants?depuisRecherche=true

General Schedule

Day 1: Theoretical framework

  • Feedback on classroom observations and the needs of teachers/workshop leaders
  • Beliefs: how a SL is learnt
  • Why was a new approach necessary?
  • A new approach: the Neurolinguistic Approach
  • The NLA’s five fundamental principles
  • The major changes in curriculum and pedagogy
  • Pilot projects results

培训项目章程

第一天:理论范畴

  •  反馈,观察课堂,培训师及教师的需求
  •  信念,第二外语教学的获取方式
  •  为什么一个新的教学方式是必要的
  •  一个新的教学法:神经语言学教学法
  • -神经语言学教学法的5项基本准则
  •  履历与教学法的重大改变
  •  检验结果

Day 2: Teaching strategies for oral language skills

  • The 7 Deadly Sins: some ineffective teaching strategies
  • Effective teaching strategies
  • Demonstrations
  • Practice with learners in real classroom situation

第二天:口语教学策略

  •  7个主要错误:一些无效的教学策略
  •  有效的教学策略
  •  示范讲解
  •  与学生进行的真实课堂实践

Day 3: Teaching strategies for reading

  • The 3 Deadly Sins: some ineffective teaching strategies
  • Effective teaching strategies
  • Demonstrations
  • Practice with learners in real classroom situation

第三天:阅读教学策略

  •  3个主要错误:一些无效的教学策略
  •  有效的教学策略
  •  示范讲解
  •  与学生进行的真实课堂实践

Day 4: Teaching strategies for writing

  • The 3 Deadly Sins: some ineffective teaching strategies
  • Effective teaching strategies
  • Demonstrations
  • Practice with learners in real classroom situation

第四天:书写教学策略

  •  3个主要错误:一些无效的教学策略
  •  有效的教学策略
  •  示范讲解
  •  与学生进行的真实课堂实践

Day 5: Review and synthesis

  • Review of beliefs
  • Review of theory
  • Review of practice
  • To go further (e.g. adapting workshop content to the participants’ teaching contexts)
  • NLA : work in progress
  • Instructions for the final project
  • Closing reception

第五天:回顾-综合概括

  •  信念回顾
  •  理论回顾
  •  实践回顾
  •  深入(例如:从学习到环境及教师或教学策略调整)
  •  神经语言学教学法的课上作业
  •  交付作业的要求
  •  结业典礼

注:本次培训专门服务于所有期待极大提高教学成果的教师和第二外语/外国语的未来教师。培训以实践为重点,并与学生进行真实的课堂实践,及培训师会给予每个参加培训者评估反馈; 以理论基点来证明ANL对于口语教学,阅读和写作教学的有效策略,纠正七个主要错误,即课堂教学的诸多无效策略。

Heure

5 (Lundi) 8:30 matin - 9 (Vendredi) 4:30 après-midi

Lieu

Western Academy Of Beijing 北京京西国际学校 - Chaoyang Qu 朝阳区

10 Laiguangying East Road 来广营东路10号

Organisateur

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