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  • 14 - Immersion and Transformative Pedagogy in the French Language Department of the French War College

  • from Part IV - Transformative Language Learning and Teaching Applications in Immersion Programs
  • Edited by Betty Lou Leaver, Dan E. Davidson, Christine Campbell
  • Book:
    Transformative Language Learning and Teaching
    Published online:
    26 January 2021
    Print publication:
    21 January 2021, pp 129-136

  • Summary

    Immersive teaching of a foreign language seems a priori the best way to soak in a language and culture and promote an active, participative, and transformative pedagogy. However, immersion can create a number of obstacles to students taking charge of their own learning. This chapter, which takes its examples from the experience of the French Language Department of the French War College in Paris, addresses the concepts of pedagogical disengagement and sociolinguistic insecurity, as well as the discrepancy between the language of the classroom and language as used in the culture. Solutions for managing these obstacles are proposed, such as accounting for learner differences, developing open architecture curricula, moving beyond the four walls of the classroom, and averting potential overload by promoting the expressions of the learners' own cultures in the process of becoming acquainted with the foreign culture.