Language management

1 | French and English as teaching languages

 

Teaching is two-thirds in French, and one-third in English. The bilingualism of students being a goal for each end of schooling year, the courses are adapted to an international audience, with a particular monitoring device in each class (see in particular the section on FFL below).

2 | Other languages taught in class:

 

Myanmar language is taught to the students, as well as Spanish or German for the secondary school children.

In addition to this direct teaching, students can learn another language independently through the CNED. More information on http://www.cned.fr/.

All our students can also pass, by following training by the school, a Cambridge language certification, and a DELF certification for non-French speakers. More information on CNED website: http://www.cned.fr/.

3 | The FLE

 

The French as a Foreign Language (FLE) / French Language Schooling System (FLSco) has been set up to accommodate children with little or no French at the French International School. It is intended primarily for students who have little or no knowledge of French, but also for those who are still learning the language and who need to consolidate their skills. This instruction gives students access to the basic learning required at school. The learning is done in a small group, giving priority to the oral and allowing students to approach French with confidence.

This device is adapted to the specific needs and profile of the child. After an analysis of the child’s French level, the child is placed in a small group to facilitate learning and speaking. The courses are individualized and adapted to the path of each child, in connection with the class and the teacher of reference. Thus, the teaching of FLE / FLSco is intensive and daily for beginners, and is carried out as needed at a more advanced level. Teaching hours are reduced throughout the school year.

 

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The English language

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“Starting from kindergarten, our students learn to express themselves in English through games, nursery rhymes and illustrated children’s books.

The teaching of English is supplemented by EMILE teaching from the middle section. This device, designating the Teaching of an Integrated Subject in a Foreign Language, allows our students to perfect their language skills. They can thus carry out scientific experiments, learn the history of France or even create artistic productions in the English language. The strength of this device lies in its ability to make students think in English in non-linguistic disciplines. Students learn with and through the English language thanks to co-animation sessions bringing together a school teacher and a language teacher. Language alternation shapes students and immerses them in bilingual education.

In middle and high school, students continue their classical curriculum with hours of traditional English. They also learn English through the prism of Literature in 6ème and 5ème and Media Education in 4ème and 3ème. In high school, 1ère students have the opportunity to follow the LLCE (Language, Literature and Foreign Culture) option in order to perfect their literary skills.

The Language department is made up of qualified teachers who deliver National Education programs on a daily basis, backed by the CEFR, the Common European Framework of Reference for Languages.

The LFIR affirms its desire to involve students throughout the year in projects in plurilingual areas – Language Week, Concours d’Éloquence Ambassadeurs en Herbe, Défi d’Asie Festival – while offering students stimulating projects. inter-lingual, interdisciplinary and transversal advocating respect, promoting otherness and celebrating cultural richness.

Each year our students – from CE1 to high school – have the opportunity to take the Cambridge certification exams, which they pass with flying colors.”

4 | French classes at the French Institute in Myanmar (IFB)

 

In order to ensure newcomers and their families the best possible integration into the French community, the LFIR and the French Institute in Myanmar (IFB) have teamed up to offer free French lessons with highly qualified teachers from the IFB. This offer is proposed to the student after the evaluation of their level of French, and their parents, if they are also non-French speakers, can also benefit from it.

These courses, given outside LFIR hours, complement and deepen the FLE courses provided by the school. If the FLE is part of the curriculum and is not optional, the IFB courses are organized at the request of the pupil and/or their family. On the other hand, if a package is negotiated, the family and/or the student are under the obligation of following the classes.

The number of hours of lessons, their frequency and the size of the class (from individual lessons to small group lessons, with a maximum of five participants) will be determined between the student and the IFB, in order to guarantee learning at the best pace.

To find out more about this offer, its conditions and how it works, do not hesitate to contact us by email at secretaire@lfir.org.

Nadia Carnal, French as a Foreign Language teacher

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“My primary objective is for French, a foreign language for those who join the course, to gradually become a familiar language, which the children can tame and assimilate.

By working through games, observation, music, images, or even specific projects for older children; By focusing on complicity, laughter and above all kindness, the FLE classes aims to give students confidence above all. Waiting to know a language perfectly to start speaking it is illusory, even counterproductive. To create an interest in French, to make the children find this language funny, beautiful, even weird… that’s my goal! French must become a link to share a game, a story, it becomes our common denominator, especially in these times of remote learning.

The game holds a privileged place to promote confidence. Right now, the first grade students love the “Jacques a dit” game, while we are doing more “hide and seek” games with the kindergarteners! These moments are meant to be more informal than educational in the classroom; but they participate in this feeling of belonging to the same language which will allow them to form, I hope, a unique relationship with French in order to enrich it with its diversity.”