Défi Francophone 2 par Hedwige Meyer, and Lorenzo Giachetti (review)
Notice bibliographique
Résumé
Reviewed by: Défi Francophone 2 par Hedwige Meyer, and Lorenzo Giachetti Jessica L. Sturm Meyer, Hedwige, and Lorenzo Giachetti. Défi Francophone 2. Klett World Languages, 2023. ISBN 978-8-41890-738-8. Pp. 130. Culture is a crucial part of language teaching, which the authors of Défi Francophone 2 recognize. Their goal is to "propose … an original and motivating approach" and to have "culture … at the core of every activity" (iii). As the title implies, this focus on culture includes the Francophone world, not simply France. For example, la Réunion, Belgium, Morocco, Québec, Cambodia, and France are all featured in some way in the first six chapters. To this end, each of the 16 chapters includes two cultural dossiers. Each opens with Découvrir activities, introducing the theme through various texts. Following Découvrir are activities called Construire et (inter)agir and Construire et créer that allow students to interact and create with the language. These dossiers are based on authentic cultural documents, such as blogs and infographics, or articles and response letters. Dossier topics are timely and provide plenty of room for authentic discussion; for example: waste, climate change, inequities, impoliteness and unruliness, sexism and parity, and human rights protection and solidarity, among many others. With such topics, the classroom becomes a place for cultural discussion along these issues of social justice and allows students to explore such issues as they relate to the many French-speaking countries represented. Rather than grammatical structures, each chapter is built around linguistic, communication, cultural and social, and actional objectives. Activities are constructed within the context of the authentic texts provided and lead students to engage with the material, testing understanding and encouraging them to take the information further through personalization of the material. Students are asked to compare the material in the book to similar material they've previously encountered, to compare themselves to the author of a text, and in general, to relate what they read to their own lives as they discover Francophone cultures. The book also explores grammar and vocabulary through the context of the texts provided, by asking students to compare the active and passive voice used in a text, or to find the meaning of a new word based on the words around it and the purpose of the text. Each chapter also features three Défis, projects for students to complete, such as staging a debate or creating a program for a performing arts festival. The third Défi is always numérique and is situated on MyFrenchHub, the online platform for the book. Overall, this text is a good, solid basis for a communicative classroom, featuring topics that are part of our modern world and activities that will facilitate students' ability to create with the language and engage with the material [End Page 157] presented. However, I would love to see more gender-inclusivity in language presented (e.g., non-binary pronouns and adjective endings) and for topics such as sexism and parity to move beyond the gender binary, though the chapter 16 text "Tendance: jeux non genrés" is a nice start. [End Page 158] Jessica L. Sturm Purdue University (IN) Copyright © 2024 American Association of Teachers of French
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,006 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».