Abstract Summary
The current project investigates the potential of foreign language learning as a cognitive therapy aimed at seniors diagnosed with mild cognitive impairment or late life depression. Functionally monolingual participants follow a language course, to enhance cognitive flexibility. Gains in cognitive flexibility are assessed using eye-tracking paradigms, and behavioral methods.
Abstract :
This paper will focus on the evolution of English as a foreign language (EFL) curriculum in France from the mid-20th century up to the present day. Our purpose is to trace this evolution both upstream and downstream, that is, in theories of reference and in secondary school textbooks. To what extent were the EFL programs influenced by the emergence of applied linguistics and major learning theories? Are the leading EFL textbooks illustrative of such an influence across different periods? Finally, Is there a French specificity in the interpretation of the founding theories and their implementation?
Methodologically, a specific set of 10 English textbooks for secondary education representative of different periods will be examined in the light of:
-the underlying theories
-the corresponding curriculum
-individual features
This research should lead us to find out whether there is a French way of apprehending and applying the audio-oral method, the communicative approach and more recently the task-based approach and thus contribute to the collective project of elaborating a European vision of EFL over the past 70 years.
References:
Bailly, D. 1997. Didactique de l’anglais (1) Objectifs et contenus de l’enseignement. Paris: Nathan Pédagogie.
Puren, C. 1997. Histoire des méthodologies de l’enseignement des langues en France. Paris: Nathan, Clé International.
—2004. « De l’approche par les tâches à la perspective co-actionnelle », Cahiers de l’APLIUT, Vol. XXIII N° 1 | 2004, 10-26.
Tardieu, C. 2014. « Résurgence et rémanence des méthodes au fil du temps : réflexion sur les méthodologies de l’enseignement de l’anglais en France ». Pratiques émergentes et recherches en didactique de l’anglais : jalons, interrogations et perspectives, Cahiers de l’APLIUT, Vol. 23, n° 2, juin 2014, p. 12-33.
