Summary of Histoire des Méthodologies du FLE, Approches Récentes et Éclectisme

00:00:00 - 00:15:00

This video discusses the history of the Fleury Methodologies, with recent approaches being shown and eclecticism being discussed. The Fleury Methodologies are based on authentic documents, with students themselves using them to improve their skills or learn new things. Eclecticism is considered an approach that uses a variety of methods simultaneously. Liberty is a long and important concept in the teaching of foreign languages and cultures, having been present in the field for many years.

• 00:00:00 The video discusses recent approaches to teaching foreign languages, focusing on the concept of "methodology." The first definition of methodology states that it is the study of all methods of teaching foreign languages, while the second definition states that it is the implementation of those methods in a classroom setting. Jean-Pierre Cucq and Isabelle Rica explain how the methodology is a child built of two processes of teaching techniques, all of which are connected around options and discourses. The traditional approach to teaching foreign languages, developed in the 16th century, is based on the teaching of living languages. This "mythology"--a term coined in the 19th century--is still in use and aims to develop the faculties of reasoning and analytical skills in learners. The methodology is also based on the teaching of grammar, or normative language, through disparate or disjointed sentences. The conventional model is based on the use of literary texts--such as novels, short stories, and poetry--to support the use of the dominant language in a classroom.
• 00:05:00 This video discusses the historical methods used to teach French, including the direct method, which was developed in the early 20th century. This method, which also relies on the same learning model or theory of acquisition as associationism, focused on oral practice, specifically, comprehension and production of oral French. This method also introduced cultural support as a teaching and learning tool for oral learners for the first time, in the 1930s. After the direct method, in the 1960s, structured-language teaching was introduced into French teaching for the first time. This video discusses the two main methods used in the audiovisuel mythologie approach—the technologique and the audiovisuel—and their respective advantages and disadvantages.
• 00:10:00 The video discusses the recent approaches to the French language, including the use of magnetic tapes and even fabricating textile paintings in vehicles. The presenter then moves on to the communicative approach, also known asapproche communicative. This approach is based on the principle of prudence, as it is cautious because it does not rigidly adhere to any doctrine. It draws on French mythology past to current methodology. The first approach to this methodology, which emerged in 1970, is the constructivist learning theory and acquisition theory of Edward DeBono and Jacques L. Enchante. This approach was used extensively in the development and enrichment of the French language around the world. A new approach, called action-oriented methodology, has entered the fray and is based on the theories of learning and acquisition of the socioconstructivist and multiple intelligences theory. This approach is based on the theory of communication of interactionism. It is based on the four supports of verbal interaction-the aim is to teach a bilingual and pluricultural competency in speaking and writing a second language for learners of French. The anthropological approach, based on the use of authentic documents, has also been introduced for the first time in French education. Finally, the culture approach, which promotes or véh
• 00:15:00 The video covers the history of the Fleury Methodologies, with recent approaches being shown and eclecticism being discussed. The Fleury Methodologies are based on authentic documents, with students themselves using them to improve their skills or learn new things. Eclecticism is considered an approach that uses a variety of methods simultaneously. Liberty is a long and important concept in the teaching of foreign languages and cultures, having been present in the field for many years. Eclecticism is not new, dating back to the 1990s. Some educators believe it dates back to the 1970s, coinciding with the rise of communicative language teaching. Eclecticism is a multi-methodological approach that is also plurilingual, meaning that it draws from several sources to create a method. It is also cross-cultural, as it teaches the language and culture of multiple countries. The Fleury Methodologies are also multi-cultural, as they teach the language and culture of multiple groups of people. Finally, it is important to note that the disciplinary and anarchic tendencies that have arisen around the conception of the contents to be taught in class are called pedagogy. The art of teaching is called pedagogy. This dichotomy is also the cause of many problems in teaching, as the