Perspective actionnelle et différenciation pédagogique en classe de Français langue étrangère (FLE) et seconde (FLS): réalisation d’un journal en ligne dans une classe multilingue et multi-niveaux (A1-B2+)

Abstract

Would differentiated pedagogy and task-based learning work together in multilevel classes in French as a Foreign Language (FFL)? How can differentiated pedagogy lead multi-level learners to a common task? This article shows an example of differentiated project-based teaching in a multilevel FFL classroom. Lesson plans and examples of sequences help to understand how to differentiate activities while maintaining the unity of the group. We will present a newspaper published by a group of multilingual and multilevel au pairs (A1-B2+) during a one-semester course . We will show how different language objectives adapted to different levels of the class fit into different sections, allowing everyone to participate while working at their own level.