Learning Foreign Languages

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Using Freinet’s techniques in the foreign language (FL) classroom is no different than using them in any other classroom: communication techniques (free text, magazine, research portfolio, class library...), tools to manage the learning process (weekly study-work plans, individual work...), and management of the class as a group (time-frame and space markers, definition of responsibilities, place for regulation).

The particularities of FL teaching (a limited number of periods, no fixed classroom, students coming from different tracks, classes or majors, etc., ) sometimes require different organization of these techniques. For instance :

• correspondence can be based only upon the exchange of question sheets (similar to surveys) between language learners ;

• the magazine can be bilingual (target language/native language) ;

• the writing of a free text is followed up by a presentation to the class; etc.

Cooperative use of the new technology, such as faxes and internet communication, can be very useful since they facilitate exchanges with other countries. Natural methods and trial and error activities applied to the FL classroom :

• Communication : Once students find, for themselves, the answer to the question "Why should I speak a foreign language?", they will begin to invest themselves in the learning process.

• Correct use of the FL : Linguistic correction is subordinate to personal use of the language. Since the goal is communication with other people, transmitting or understanding the message is most important. Linguistic form is simply a tool, not a goal in itself.

• Meaning making : Mastery of the meaning precedes manipulation and mastery of the linguistic structure. The content of the message makes the linguistic form significant to the learner and thus to learning the structure.