French Language Course Syllabus for Medical Professionals
"Explore the syllabus for a French language course tailored for medical professionals, covering topics such as human health, illness, doctors, patients, and medical institutions. Dive into the curriculum designed to enhance language skills in medical contexts in Brno, Czech Republic."
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Presentation Transcript
A drop of French in the sea of English Ladislav V clav k Masaryk University Language Centre Brno, Czech Republic
Preparation Outline Enactment/Implementation Evaluation Adaptation
Run-up stage of the project MU Origins FRMU strategic plan
Main objective Stakeholders Project description Goals and objectives Reasons why
1 Human health and illnesses 2 Human body 3 Doctors and patients Ur-syllabus topics 4 Medicaments 5 Hospitals 6 Societal issues (healthcare, MSF)
Needs analysis Materials Project work Assessment Syllabus plan
Needs analysis Syllabus Curriculum design Enactment Adaptation
Consultations with colleagues & my experience Entry questionnaire Need analysis Discussion with students End-of-course questionnaire
Needs analysis stage 1 Teacher experience Consultation Researching
Syllabus design (March-August 2016) FOUR-STRAND BALANCE STUDENT-CENTRED
Meaning- focused input Towards a well- balanced course Meaning- focused output Fluency practice Form- focused input
Introduction Faire connaissance du fran ais m dical tudier la m decine Faire connaissance avec l h pital Lire le corps humain Interroger un patient Examiner un patient Imagerie m dicale M dicaments Syst me de sant Syllabus content areas
Five strands Semaine Sujet Vocabulaire Grammaire Savoir-faire Culture 2 Faire connaissance du fran ais m dical Maladies, sant Morphologie des termes m dicaux Reconna tre un terme de maladie, d crire son tat de sant Le fran ais des m decins et le fran ais des patients ... Examiner un patient Les tapes de l examen m dical Imp ratif (politesse) Instruire le patient de mani re polie La relation entre le m decin et le patient, thique m dicale 9
Assessment plan Observation Homework Vocabulary log Motivation letter
Who were the students? Entry questionnaire and interviews Self-perception of French? Expectations/ Priorities? Pilot course (Sept-Dec 2016) During-the-course observations End-of-course questionnaires
Background Needs analysis stage 2 Experience with French Entry questionnaire & discussion Reasons for enrolling Self-assessment
Anne d'tudes mdicales 10% 20% Entry questionnaire 1e ann e 20% 2e ann e 3-4e ann e 5-6 ann e 20% autre 30%
Nombre d'annes d'tudes de franais 10% 10% 10% Entry questionnaire 4 ans 5 ans 20% 6 ans 10% 7 ans 8 ans 16 ans 40%
Nombre d'annes d'interruption 11% 11% 0% Entry questionnaire sans interruption 1-2 ans 22% 3-4 ans 4-5 ans plus de 6 ans 56%
Pourquoi continuer avec le franais? amour de la langue 7% 7% 20% aller en France Entry questionnaire communiquer en fran ais 13% largir mon vocabulaire 13% am liorer ma grammaire 40% augmenter mes comp tences pour le travail
Utilisez vous le franais pour vos tudes/travail? 10% Entry questionnaire oui non 90%
Utilisez vous le franais en dehors de vos tudes? Entry questionnaire oui 40% non 60%
tes-vous all(e) en France? 10% tes-vous all en France? oui non 90%
Quelles sont vos difficults? 18% Entry questionnaire grammaire vocabulaire expression crite 18% 55% expression orale 9%
Production crite 10%0% 10% Entry questionnaire nul insuffisant 20% pas tr s suffisant OK presque parfait parfait 10% 50%
Production orale 10% 0% 20% Entry questionnaire nul insuffisant 20% 0% pas tr s suffisant OK presque parfait parfait 50%
Comprhension crite 0% 0% 0% 10% Entry questionnaire nul insuffisant pas tr s suffisant 50% OK 40% presque parfait parfait
Comprhension orale 0% 0%10% 20% Entry questionnaire nul insuffisant pas tr s suffisant 10% OK presque parfait parfait 60%
Discussion on topics Placement test Entry questionnaire
Topic prioritization Syllabus adaptation I 4-strand balance (fluency development) Material dilution
Needs analysis stage 3
End-of-course evaluation questionnaire SATISFACTION SUGGESTIONS
End-of-course questionnaire: expectations Enhance Enhance my vocabulary Learn about Learn about healthcare systems in France Brush up Brush up on my French
Expectations fulfilled? 0% 0% End-of-course questionnaire: satisfaction not at all 40% partly more or less yes 60% course better than expected
6 5 4 End-of-course questionnaire: content 3 2 1 0 total amount of materials theory practical exercises individual work work in groups online work too much sufficient little insufficient
6 5 4 End-of-course questionnaire: content balance 3 2 1 0 theory practical exercises individual work group work online work more less ok
Discussions, opportunity to voice one s opinion Study materials (videos, worksheets) End-of-course questionnaire: strengths Atmosphere, individual approach French-only classes
Too little grammar End-of-course questionnaire: weaknesses Just once a week Heterogenous group
Basics of medical French New information sources How to communicate with a patient End-of-course questionnaire: what did I learn? Lots of medical terminology Grammar Ask questions on anamnesis How to examine patient using French How to ask my way in a hospital How the healthcare system in France works
Yes, theres a lack of similar courses at MF MU. End-of-course questionnaire: would you recommend the course to others? Yes, it s definitely not a waste of time, I learnt a lot. Definitely yes, it s an interesting course, it gave me a lot. Definitely yes, it was beneficial. The course is useful for people who think of studying or working in France.
Medical news Self-directed learning Authentic materials Syllabus adaptation II Online work Quizlet Vocabulary sets In-class activities Edmodo Out-of-class discussions Enhanced sharing
E-learning course Syllabus adaptation II Grammar French grammar Based on medical topics
Interdependency: students and teachers in needs analysis Flexibility: two-stage syllabus adaptation Conclusion Prosperity: MU foreign language learning trends
References Fassier, T., Talavera-Goy, S. (2008). Le fran ais des m decins. Grenoble: PUG Graves, K. (2000). Designing language courses: A guide for teachers. Boston, MA: Heinle & Heinle. Graves, K. (2008). The language curriculum: A social contextual perspective. Language Teaching 41:2, 147 181 Long, M. (2005). Second language needs analysis. Cambridge: Cambridge University Press. https://www.muni.cz/en/about-us/official-notice-board/strategic-plan Mourlhon-Dallies, F., Tolas, J. (2004). Sant -m decine.com. Paris: CLE International Nation, I.S.P. (2013). Learning vocabulary in another language. Cambridge: Cambridge University Press Snyder, J., F. Bolin & K. Zumwalt (1992). Curriculum implementation. In Jackson (ed.), 402 435. Thieulle, J. (2010). Le langage m dical. Wolters Kluwer France
