Quelques outils du coaching scolaire pour apprendre a apprendre dans les classes de FLE
The aim of this article is that the French language class becomes a course where one acquires the language and also transversal methodological skills to weave links with other academic disciplines. To reach our goals we conducted an experiment with a high school class including 37 students. The experiment concerned the use of Sketchnoting, which is based on the theory of visual thinking and the theory of double coding. It has indeed enabled learners to facilitate the retention of acquisitions and better classroom management for the teacher. In addition, the methodological skills mobilized by Sketchnoting, acquired during the language course were reused, in complete autonomy, by the learners.
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