French as a Foreign Language

At the Lycée Français de Manille, multilingualism is an integral part of our students' daily lives. They acquire language skills by switching from one language to another on a daily basis in our international environment.

All of our students are (or become) bilingual in French and English, and many speak at least three languages. This intense exposure to languages and cultures provides students with extraordinary benefits for their entire lives.

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What is the FLE program at the Lycée Français de Manille?

The FLE (French as a Foreign Language) courses are quite distinct from the French mother tongue courses. Indeed, the French "Lettres" courses, taught in France, are given to students whose mother tongue is French, and therefore aim at sharpening their ability in this language which is already mastered (arguing, enriching writing skills, analyzing a literary work).

FLE aims to teach the language as a tool for communication and interaction, just as we teach English or Spanish in France. The difference in LFM is that the contextualization and application of the notions seen in class are more immersive since students interact with their peers and their teacher on a daily basis.

The teaching method is communicative and the goal of the courses is not only to learn the basic rules (constructing a simple sentence, knowing the rules of spelling, conjugation, etc.) but also and above all to practice the language and acquire vocabulary. The emphasis is on oral practice, through pictures, games, conversation supports, ...

Who should be taught FLE?
FLE is intended for students :

- whose second language is French (for example, a Filipino parent and a French parent)

- Allophones: who do not yet speak French and are not exposed to French at home.

How is the teaching of FLE at the LFM set up?

The mission of Mrs. Laville (FLE teacher) at the LFM takes place in several stages:

1st step: meeting the students
The first step is to meet individually with each student whose mother tongue is not French.

2nd step: positioning the students
Following this meeting and this individual diagnosis, it is a question of "positioning" the students.

At the beginning of the year, a weekly amount of FLE time is assigned according to their level.

For allophones, the strategy adopted is to have them follow intensive courses at the beginning of the year, then progressively reduce the volume of hours so that they can integrate their "normal" class, having acquired more ease in the French language.


3rd step: Creation of groups by level
Once the positioning is done, groups are formed according to the students' class, their level in French, and their schedule.

The particularity of the LFM is to form very small groups.

This is for two reasons:

- The first is to be able to create courses based on the needs of each student. This makes it easier to personalize the courses.

- The second reason is that in a small group, children are more comfortable expressing themselves orally, which is the goal!
 

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What are the different levels of FLE at the LFM according to the European Framework of Reference for Languages (CEFR)?


Level A1: Beginner User

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of concrete needs. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. - Can introduce him/herself and others and can answer the same type of questions. Can interact in a simple way provided the other person talks slowly and clearly and is cooperative.


Level A2: Beginner User +

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms his/her background, immediate environment and matters in areas of immediate need.

Level B1: Independent User

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the target language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe events, experiences and dreams, hopes and ambitions and briefly give reasons and explanations for plans and ideas.


Level B2: Independent user +

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can express him/herself clearly and in detail on a wide range of subjects, express an opinion on a topical issue and explain the advantages and disadvantages of various options.

For further information, please contact Ms. Céline Laville, FLE teacher at the French school in Manila: celine.laville@lfmanille.ph