Teaching and learning of SFL in Benin: What can provide the adaptation of the CEFR?

El Marco Común Europeo de Referencia para las Lenguas (MCER) funciona en Europa como una herramienta para resolver y mejorar las dificultades de los estados miembros en materia de enseñanza de lenguas extranjeras. Pese a su universalidad, su obligada referencia y gran importancia en el mundo, sigue siendo desconocido por los profesionales de la enseñanza de lenguas extranjeras, especialmente del castellano en Benín. En este trabajo se hace hincapié en las posibilidades que tiene este documento en este país. Por ello, se comienza presentando algunas realidades del contexto de aprendizaje para luego explicar en qué consiste este marco supranacional. Después, se explora su importancia para la mejora de la docencia, del aprendizaje y de la evaluación, para centrarse en sus posibles aportaciones en el aula de castellano.The Common European Framework of Reference for Languages (CEFR) works in Europe as a tool to solve and improve the plight of the state members relating to the foreign languages teaching. Despite the universality, obligatory reference and the great importance of this tool in the world, it remains unknown to foreign language teaching experts, especially those of Spanish as Foreign Language (SFL) in Benin. This paper emphasizes the possibilities of this document in this country. Therefore, we start by presenting some realities of learning context and then we explain what this frame supranational is. Then, we explore its importance for improving teaching, learning and assessment, and focus on their possible contributions to the Spanish language classroom.peerReviewe

El Cómic En La Clase De Ele: Las Actitudes De Los Estudiantes De Profesorado Y Algunas Repercusiones

Many researchers have considered comics as an excellent educational resource, pointing out to its advantages and its great educational potential. As a result, few authors have investigated the attitudes of students towards comics and they are rarely used as a teaching material in Benin in the learning of foreign languages. In this study, we aim to examine the attitudes of Beninese students of Spanish as a Foreign Language towards comic, as well as offer a reflection on some of the possibilities that can bring this teaching resource. In doing this, we analyze data from 25 participants which was obtained from a questionnaire, interviews, and tasks around the comic. Conclusions show that: (a) most participants showed a positive attitude towards comics and are highly motivated; (b) the use of comics contributed to improving their linguistic and intercultural communicative competences, as well as revitalized the learning of the target language. Finally, the paper concludes by pointing out the study’s implications and limitations, and offering suggestions for future research opportunities

La adquisición del español como lengua extranjera por aprendientes francófonos de África: implicaciones teóricas y pedagógicas

Este artículo trata de los errores de cien alumnos benineses de español como lengua extranjera (ELE) y, de manera específica, de sus causas, con el objetivo de contribuir al debate en torno al proceso de enseñanza/aprendizaje de aquellas lenguas como el español y el alemán, por ejemplo, cuyo uso tiende a limitarse al aula en que se imparten. Nos proponemos examinar la adecuación de dicho proceso al contexto de multilingüismo social e individual que es Benín a la luz de las prácticas (socio) lingüísticas típicamente asociadas a él. Sugerimos que estas últimas pueden motivar una interpretación diferente, tanto de los factores que rodean el proceso de enseñanza/aprendizaje, como, sobre todo, de los errores que caracterizan las producciones de los aprendices.This article deals with the errors of one hundred Beninese students of Spanish as Foreign Language (SFL) and, specifically, with its causes in order to contribute to the debate about the teaching / learning process of languages, like Spanish and German for example, which use tends to merely limit in the classroom. We propose to examine the adjustment of this process to the context of social and individual multilinguism that is Benin in the light of the (socio) linguistic practices typically associated to it. We suggest that these practices can motivate a different interpretation from both the factors surrounding the teaching / learning process and, mainly, the errors that characterize the output of the learners.En francés: Cet article traite des erreurs de cent apprenants béninois d'Espagnol comme langue étrangère (ELE) et, spécifiquement, ses causes afin de contribuer au débat sur l'enseignement/ apprentissage des langues, comme l’espagnol et l'Allemand, dont l'utilisation tend à se limiter à la salle de classe. Nous proposons d'examiner l'ajustement de ce processus au contexte multiethnique, multilingue social et individuel qu’est le Bénin à la lumière des pratiques (socio) linguistiques observées dans ce pays. Nous suggérons que ces pratiques puissent motiver une interprétation différente aussi bien des facteurs entourant l'enseignement/ apprentissage que, des erreurs qui caractérisent la production des apprenants

Les attitudes d'apprenants taiwanais de langue étrangère à l'égard de la bande dessinée et quelques implications

The issue of exploitation foreign languages' instructional comics has been widely discussed in recent years. However, although the authors indicate its advantages and its great educational potential, few have actually investigated learners' attitudes towards this learning resource. And everyone knows the importance of affective factors in the process of learning foreign languages. In addition, comic is rarely used as a teaching aid in Asia. As part of this contribution exploratory, we propose to examine not only the attitudes of Sinophones Learners of French as Foreign Language towards comic, but also the support it can provide. To achieve this goal, fifty-five Taiwanese learners, from level A1 to B1, divided into three distinct groups were probed, questioned and subjected to work around comics. According to the results, we conclude that (i) learners have positive attitudes towards comics, mangas, and are highly motivated; (ii) the use of comics has helped to improve their language skills and intercultural learning as well as revitalize the target language. Implications of these findings are discussed

Quelques aspects d’influence translinguistique dans la production orale d’apprenants taiwanais de FLE : l’anglais comme possible langue de référence?

Mandarin is the official language of Taiwan; however, English is very popular and occupies a special status. The current trends in educational policy, internationally, promote more mutual comprehension, while Mandarin and the Romance languages are genetically unrelated. This study focus on the potential interest to lean, in this environment, on the previous learning of English as mediation for learning French, from an observation and analysis of production resulting from the interlanguage of learners of French. Transverse and longitudinal data were collected from 40 learners, aged from 18 to 21 years; level A, in different contexts of acquisition. We are interested in particular on the harmful impact of knowledge of English, representation of the participants with respect to the degree of kinship between the languages involved, to wonder about the way in which some of the CEFR guidelines may contribute, by contextualizing them, revitalizing the teaching and learning French as a Foreign Language (FFL) in this country.El mandarín es la lengua oficial de Taiwán; sin embargo, el inglés es muy popular y tiene un estatuto especial. Las tendencias actuales en las políticas educativas, a nivel internacional, promueven la intercomprensión, mientras que el mandarín y las lenguas romances no están relacionados genéticamente. Por ello, se estudia en este trabajo, el beneficio potencial de apoyarse, en este entorno, en el aprendizaje previo de inglés como mediación para el aprendizaje del francés, a partir de la observación y el análisis de interlengua de producciones orales de estudiantes sinohablantes de francés. Los datos transversales y longitudinales se recogieron a partir de 40 estudiantes de entre 18 y 21 años, de nivel A, en diferentes contextos de adquisición. Se interesa particularmente en el impacto adverso del conocimiento de inglés, las representaciones de los participantes sobre el grado de parentesco entre las lenguas implicadas, y analizar cómo ciertas orientaciones del MCER podía contribuir, contextualizándolas, a revitalizar la enseñanza / aprendizaje de FLE en este país

Hacia Una Caracterización De La Producción Oral Espontánea De Los Estudiantes Universitarios Benineses De ELE

This exploratory study analyzed the errors made by Beninese university students of Spanish as a Foreign Language (n = 100) in situations of spontaneous speech both inside and outside the classroom, in order to characterize them linguistically. The corpus contains 10 hours of high quality recorded spontaneous conversations or interactive communicative activities. The results indicate the main categories of interference of the available languages, heterogeneous sources of errors, highlighting the creativity and the dynamism of the participants’ linguistic practices, showing a tendency to mix or switch the codes of their repertoire. Finally, possible pedagogical and curricular suggestions are explored

Quelques aspects d’influence translinguistique dans la production orale d’apprenants taiwanais de FLE : l’anglais comme possible langue de référence?

Mandarin is the official language of Taiwan; however, English is very popular and occupies a special status. The current trends in educational policy, internationally, promote more mutual comprehension, while Mandarin and the Romance languages are genetically unrelated. This study focus on the potential interest to lean, in this environment, on the previous learning of English as mediation for learning French, from an observation and analysis of production resulting from the interlanguage of learners of French. Transverse and longitudinal data were collected from 40 learners, aged from 18 to 21 years; level A, in different contexts of acquisition. We are interested in particular on the harmful impact of knowledge of English, representation of the participants with respect to the degree of kinship between the languages involved, to wonder about the way in which some of the CEFR guidelines may contribute, by contextualizing them, revitalizing the teaching and learning French as a Foreign Language (FFL) in this country.El mandarín es la lengua oficial de Taiwán; sin embargo, el inglés es muy popular y tiene un estatuto especial. Las tendencias actuales en las políticas educativas, a nivel internacional, promueven la intercomprensión, mientras que el mandarín y las lenguas romances no están relacionados genéticamente. Por ello, se estudia en este trabajo, el beneficio potencial de apoyarse, en este entorno, en el aprendizaje previo de inglés como mediación para el aprendizaje del francés, a partir de la observación y el análisis de interlengua de producciones orales de estudiantes sinohablantes de francés. Los datos transversales y longitudinales se recogieron a partir de 40 estudiantes de entre 18 y 21 años, de nivel A, en diferentes contextos de adquisición. Se interesa particularmente en el impacto adverso del conocimiento de inglés, las representaciones de los participantes sobre el grado de parentesco entre las lenguas implicadas, y analizar cómo ciertas orientaciones del MCER podía contribuir, contextualizándolas, a revitalizar la enseñanza / aprendizaje de FLE en este país

Paisaje lingüístico en Benín: un recurso didáctico y motivador para el aula de lenguas extranjeras

Multilingualism and multiculturalism have been and are constitutive aspects of African soci-eties. This pioneer study analyzes the linguistic landscapes of Cotonou and Abomey-Calavi (Benin), two contiguous cities; in order to verify the status and the vitality of the languages used and spoken in the country as well as seeing if it is possible to exploit didactically this written modality. For this purpose, a quantitative analysis of written language productions in public space was carried out. The results reveal the languages used in the urban scene of both cities as well as the linguistic contact in their diverse aspects. They also indicate that the linguistic landscape doesn’t take into account the local multilingual practices in all their complexity. It appears as a context of learning which can be used as a didactic resource in the teaching of foreign languages