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A multiterritorial experience and a multiple scope as a challenge to primary English phonological teaching

Abstract : Our study deals with Primary Master students in Reunion experiencing a multiterritorial programme in Australia to help them reach English phonological proficiency. Cognitive learning paradigms are based on multiterritorialism and the blended cognitive space theory. Cognitive linguistic paradigms help students to deal with a multishape reality. Metacognitive strategies can be explained by a multiple connectionnist and somatic affective approach implying body and mind, space and sounds. This experience was a real challenge given the age factor, negative mental representations and our educational context. A multiterritorial experience was offered to thirty students. Our methodology is based on qualitative, descriptive data. 30 students were assessed through an interview, followed by a decisive intensive phonological English course was organised in typical spaces of interest. A teacher training session was set up in Australian classes. Students had to present their experience. They eventually had a double questionnaire to fill in. Thanks to new territories, the data show an improvement in regard to English phonological acquisition.
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Submitted on : Tuesday, March 5, 2019 - 5:53:57 AM
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Yvon Rolland. A multiterritorial experience and a multiple scope as a challenge to primary English phonological teaching. Dire l'océan Indien, Colloque OSOI, OSOI; Université de La Réunion, Nov 2015, Saint-Denis, Réunion. ⟨hal-01454706⟩



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