Upstream pedagogy: an approach to redefine the teaching practices of teaching/ learning French as a foreign language- Implementation of the reverse class in secondary school

Abstract

Our study is part of a pragmatic epistemological approach highlighting the inverted classroom, a pedagogical approach, and the implementation of its device in a real classroom partially based on the use of ICT. Our article includes a theoretical part relating to the conceptual field of the inverted class and a practical part highlighting the theme treated according to the model of Marcel Lebrun. An experiment was carried out in the high school class from the pedagogical scripting of an oral comprehension session and according to a quantitative analysis, this approach brought added value to the act of teaching and to the act of learning. It changed the pupil's perception of learning FFL and developed their motivation, self-learning and interactions. The flipped classroom has added value to the acquisition of the French language in terms of oral skills, on the one hand and on the other hand it has proven its quality and effectiveness as an experienced teaching practice.