Relevant bibliographies by topics / French teaching practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'French teaching practice'

Author: Grafiati
Published: 7 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "French teaching practice"

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Berwald, Jean-Pierre, Ross Steele, and Andrew Suozzo. "Teaching French Culture: Theory and Practice." Modern Language Journal 82, no. 1 (1998): 132. http://dx.doi.org/10.2307/328706.

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Akande, Olubukola Abosede (Mrs), and B. Toyin (Mrs) Oyekunle. "EFFECTIVE TEACHING AND LEARNING OF FRENCH DURING TEACHING PRACTICE EXERCISE TOWARDS SUSTAINING THE INTEREST OF LEARNERS: A STUDY OF EACOED, OYO AND KWSCE, ILORIN." Nigerian Educational Digest (NED) Volume 14, No. 1, June 2022 (2022): 174–81. https://doi.org/10.5281/zenodo.7770072.

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Student teaching programme is planned to develop and evaluate student-teachers’ competence in actual classroom and school settings. This study examines effective teaching and learning of French during teaching practice exercise towards sustaining the interest of learners: a study of EACOED (Emmanuel Alayande College of Education), Oyo and KWSCE (Kwara State College of Education), Ilorin. Some French student-teachers do not choose French as their teaching subject during their teaching practice exercise. They rather choose other subject or assignment with their various excuses. Some school
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Elmuratov, Turamurot B. "USE MODERN INTERACTIVE METHODS IN FRENCH TEACHING AND IMPLEMENT THEM IN PRACTICE." International Journal Of Literature And Languages 03, no. 04 (2023): 25–28. http://dx.doi.org/10.37547/ijll/volume03issue04-05.

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At present, great attention is being paid to the use of various innovative and pedagogical technologies in teaching the French language in higher education in our country. This article is devoted to the methodology of teaching the French language. The use of modern pedagogical technologies in the educational process is also explained.
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SU, Hang. "A Study of French Language Teaching in Primary Schools in China." International Journal of Linguistics, Literature and Translation 7, no. 3 (2024): 59–69. http://dx.doi.org/10.32996/ijllt.2024.7.3.7.

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Since the teaching of French in primary schools is not yet on a large scale in China, there are few references. In addition, the teaching of French in primary school started very late in our country and there are not yet complete standards to be followed, so that in the practice of teaching French in primary school, inevitably there are still a lot of problems to be solved. By combining the status quo of teaching French in primary schools in China, the problems encountered in its practice, the psychological characteristics of children during the learning of foreign languages, this project ther
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Ikromdjonovna, Khayatova Nigina, and Rakhmatullina Rushana Muradovna. "METHODOLOGICAL ISSUES FOR TEACHING WRITING IN FRENCH." American Journal Of Philological Sciences 03, no. 06 (2023): 11–16. http://dx.doi.org/10.37547/ajps/volume03issue06-03.

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This article is devoted to the analysis of written papers in French which are a distinct nationally specific genre. The article describes the main features of the different types of written papers which are actively used by methodologists and professors in schools and universities to test students’ knowledge. Written types of papers are especially challenging for learners because they imply not only good knowledge of vocabulary and grammatical structures of the studied language but also the knowledge of structural and stylistic features of the papers themselves which usually differ from their
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Nilsson, Tore, Pirjo Harjanne, and Pernilla Steuer. "Between theory and practice." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 113–31. http://dx.doi.org/10.17011/apples/urn.201903011692.

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The present study explores patterns of cognition among 14 foreign language (FL) teacher students in Sweden regarding teaching oral proficiency and grammar in French German, Italian and Spanish. It is based on reflective cumulative log texts written by the students during a theoretical course in FL pedagogy. The log texts were investigated using qualitative content analysis to uncover central themes and patterns of agency. The findings indicate, among other things, that the FL teacher students hold strong experience-based cognitions regarding teaching both oral proficiency and grammar, and that
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Foluke, Siwoku-Awi Omotayo. "A Multi-Nodal Approach to Teaching Literature-In-French at Tertiary Levels." Journal of Education and Practice 4, no. 1 (2020): 80. http://dx.doi.org/10.47941/jep.414.

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Purpose: The purpose of this research is to propose solutions to the problems posed by the teaching of Literature-in-French to the Anglophone learner who has not gained mastery of the appropriate collocations, registers, jargons and expressions that can adequately describe an experience, an emotion or a philosophical position as to be able to analytically engage in the debates or polemics raised by the author of a literary text.Methodology: The methodology used is explanatory and historical in which the brief account of French language teaching and its importance to the Nigerian economy is tra
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Belajev, Oleg. "Cultural Symbols in Teaching French as a Foreign Language." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 19/20 (December 16, 2024): 306–16. https://doi.org/10.37384/va.2024.19.20.306.

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The article deals with methodological issues related to ensuring the presence of French culture in practical classes of French, with the focus that culture is an integral part of the language and provides comprehensive acquisition of the French language. This culturally related material during classes gives students the opportunity to gain knowledge about France, including current topics. When working with cultural issues students can deepen and build systematic knowledge of the country (France), its history, geography, population, political system, literature and more, as well as understand t
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Merchant, Stefan, David Jack, and Laura Hermans-Nymark. "School Districts’ Assessment of the French Language Proficiency of Prospective FSL Teachers." Canadian Journal of Educational Administration and Policy, no. 202 (May 26, 2023): 128–40. http://dx.doi.org/10.7202/1099987ar.

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It is a widespread practice among Canadian school districts to assess the French language proficiency of candidates applying for French as a Second Language (FSL) teaching positions. This pan-Canadian study used surveys, interviews, and website data to examine the French language proficiency assessment practices and processes used by Canadian schools when hiring FSL teachers. The findings show that almost 90% of Canadian school districts assess French language proficiency when hiring FSL teachers and that the most common form of assessment is to ask one to three questions in French (with candi
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Ogorodov, M. K. "School of French." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 225–27. http://dx.doi.org/10.24833/2071-8160-2014-5-38-225-227.

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Fundamentals of teaching French at MGIMO were laid in the 1950s - 1960s, the teachers of the Department of Romance Languages uniform. Initially, the core department of the French language teachers were MSU: Olga D. Andreeva, Simon I. Ganionsky, Sophia Yulevna Friedman, Irina B. Chachkhiani. Heads of departments of the period the greatest contribution to the development of philological science and practice of teaching Romance languages made an outstanding figure of Russian Romance Studies, Doctor of Philology, Professor Vladimir G. Gak. In 1971, after the separation of the Department of Romance
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Dissertations / Theses on the topic "French teaching practice"

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Xue, Lin. "Aspects évolutifs de l’agir professoral dans le domaine de l’enseignement des langues : une étude à travers les discours de verbalisation de six enseignants de français langue étrangère et de chinois langue étrangère." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA148/document.

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Cette thèse s’attache à comprendre les dynamiques au sein du système de la pensée enseignante des enseignants de langues étrangères (LE) à l’aide d’un dispositif de suivi multimodal et longitudinal. Situé en didactique des langues et notamment en pensée enseignante, ce travail est inscrit dans un cadre théorique multidisciplinaire où est postulée une cohabitation du socioconstructivisme et de l’émergentisme. Dans le but de saisir les aspects évolutifs des représentations de six enseignants de français langue étrangère (FLE) et de chinois langue étrangère (CLE) en Chine et en France, des moyens
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Santos, Solange Maria dos. "Práticas avaliativas desenvolvidas por professores de matemática: novos desafios frente aos resultados da avaliação externa na rede de ensino SESI/SP." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/10845.

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Made available in DSpace on 2016-04-27T16:57:03Z (GMT). No. of bitstreams: 1 Solange Maria dos Santos.pdf: 4009584 bytes, checksum: f83d7548da9aeaf72de140903b250f37 (MD5) Previous issue date: 2010-11-10<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The Social Service of Industry São Paulo - SESI/SP, as a teaching institution to improve the educational quality of its students in elementary and secondary school, has offered its students applied external evaluations since 1999. Because of the results, it intends to install an educational policy that provides the final result
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Zanini, Renato. "A identidade profissional do professor de Matemática frente ao trabalho docente no ensino fundamental em ciclos." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/11122.

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Made available in DSpace on 2016-04-27T16:57:52Z (GMT). No. of bitstreams: 1 dissertacao_renato_zanini.pdf: 862798 bytes, checksum: 36281066732e352cda48bae385019eef (MD5) Previous issue date: 2006-09-20<br>Secretaria da Educação do Estado de São Paulo<br>The current existence of a school in conflict, that operates at the same time in coherency with the premises of a serial organization, and in coherency with the premises of a cyclic organization, directed the interest of this research, that is to investigate how the Mathematics teachers understand and incorporate their work in classrooms org
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Olleik, Zeinab. "Les interactions didactiques en classe de français au cycle primaire au Liban Sud : analyse des stratégies verbales et non verbales de l'enseignant." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030037/document.

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L’objet de notre recherche est l’analyse des interactions didactiques dans les classes du français langue seconde à l’école primaire au Liban. Plus particulièrement, nous avons analysé les stratégies communicatives d’enseignement verbales et non verbales mises en œuvre par les enseignants pour assurer l’intercompréhension et maximiser l’acquisition des savoirs et des savoir-faire par les apprenants. Notre étude s’appuie sur un corpus recueilli dans des classes de français dans les écoles publiques et privées à Nabatieh. Le travail vise à analyser le rôle de l’école dans la réussite d’un biling
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Vadcar, Anne. "CULTIVER LA LECTURE PRIVEE EN CLASSE DE CP. Effet et savoir-faire de l’enseignant." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAL024/document.

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Cette étude vise à explorer le caractère acculturant de pratiques scolaires ordinaires utilisant la littérature de jeunesse en classe de cours préparatoire. Adossée à la recherche LireÉcrireCP, elle compare dans une démarche à la fois écologique et quantitative les pratiques de deux groupes de classes à l’efficacité contrastée. Trois pratiques sont étudiées dans ce travail : la lecture offerte, la séance de découverte de texte et l’implantation d’une bibliothèque de classe. Le corpus est composé des 15 classes qualifiées, par la recherche LireÉcrireCP, comme les plus efficaces et les 15 les mo
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Abdallah, Doualeh Samatar. "Une didactique du français langue seconde pour l'enseignement secondaire à Djibouti : Enjeux et bilan d'une réforme scolaire." Electronic Thesis or Diss., Montpellier 3, 2023. http://www.theses.fr/2023MON30026.

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La réflexion théorique dans le champ du FLS et les propositions didactiques qui en découlent ont, pour l'essentiel et jusqu'à ce jour (l'actuelle initiative ELAN-Afrique, y compris), été cantonnées au stade des premiers apprentissages, à savoir l’enseignement primaire. Ambitionnant le projet de remédier à cela par l'intérêt porté justement à un domaine très peu investi en l'état actuel de la recherche, cette présente thèse porte sur un contexte précis qui est celui de la République de Djibouti où le français est non seulement une langue seconde, d'un point de vue sociolinguistique, mais où il
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Riou, Jerôme. "Étude de l'influence de l'enseignement du code alphabétique sur la qualité des apprentissages des élèves de cours préparatoire." Thesis, Université Clermont Auvergne‎ (2017-2020), 2017. http://www.theses.fr/2017CLFAL024/document.

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Notre recherche doctorale porte sur l’influence des pratiques d’enseignement du code alphabétique sur les progrès des élèves de cours préparatoire. Elle a pour objectif d’identifier des pratiques pédagogiques efficaces et de contribuer à la réflexion sur la formation professionnelle des enseignants. Elle constitue l’un des volets d’une enquête collective de grande ampleur dirigée par Roland Goigoux qui visait à évaluer l’influence des pratiques d’enseignement de la lecture et de l’écriture sur la qualité des apprentissages.La première partie de notre recherche est consacrée à la mise en éviden
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Souza, Fernando Eduardo de. "A integral na visão de professores de cálculo diferencial e integral frente à produção de alunos." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11209.

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Made available in DSpace on 2016-04-27T16:58:16Z (GMT). No. of bitstreams: 1 Fernando Eduardo de Souza.pdf: 10643917 bytes, checksum: e615f7376e8504d0923f2af03f15cfd4 (MD5) Previous issue date: 2007-05-11<br>Secretaria da Educação do Estado de São Paulo<br>It discipline Differential and Integral Calculus appear of the resume of some courses of the area of Exacts or Human Sciences, such as Engineering, Physics, Chemistry, Computer Sciences, Administration and others. Its teaching if has supported many times in one practical "traditional" methodological based in: definitions, theorems, propert
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Balladon, Francesca Emma. "The implications for classroom practice of the outcomes-based education model for teaching and learning : an evaluation of modes of implementation in KwaZulu-Natal schools." Thesis, 2004. http://hdl.handle.net/10413/3045.

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With the advent of political and social democracy in South Africa in 1994 came the need to restructure education so that it would reflect the new mulitcultural democracy, redress the inequalities of the past and ensure future social justice. South African society, after apartheid, had to be re-formed, in the sense of being formed anew; and it had to be re-constructed, in the sense of being built again. The classroom was perceived to be one of the critical sites in which this change could be effected and outcomes-based education (OBE) is the optimum educational instrument through which to initi
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Crozet, Chantal. "Language teachers & the teaching of culture : insights into the interface between theoretical discourses, context and practice based on an Australian case study." Phd thesis, 2005. http://hdl.handle.net/1885/148460.

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Books on the topic "French teaching practice"

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Steele, Ross. Teaching French culture: Theory and practice. National Textbook Co., 1994.

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Katz, Stacey L. Teaching French grammar in context: Theory and practice. Yale University Press, 2007.

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Anthony, Mollica, ed. French immersion: Selected readings in theory and practice. Canadian Modern Language Review, 1987.

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Hares, Rod. Bravo!: Practice and revision for French GCSE. John Murray, 1996.

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Gross, Michael. Practice in French grammar: For students starting post-16 courses. Glasgow, 1991.

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Vera, Regan, and Ni Chasaide Caitriona 1974-, eds. Language practices and identity construction by multilingual speakers of French L2: The acquisition of sociostylistic variation. Peter Lang, 2009.

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Dochartaigh, Pól Ó. Effective practices in assessment in the modern languages: An interim report. University of Ulster, 1999.

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Books, Francophile, and Wonderful World Press. French Cursive Practice Paper. Wonderful World Press, 2024.

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Deslys, Alizée, and Nancy Dyer. Learn French for Kids: French for Toddler - French Reading Practice, Teaching French to Preschoolers. Independently Published, 2019.

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Teaching French Grammar in Context: Theory and Practice. Yale University Press, 2007.

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Book chapters on the topic "French teaching practice"

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Fayol, Michel, Marie Geneviève Thevenin, Jean Pierre Jarousse, and Corinne Totereau. "From Learning to Teaching to Learning French Written Morphology." In Learning to Read: An Integrated View from Research and Practice. Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4826-9_3.

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Nundy, Samiran, Atul Kakar, and Zulfiqar A. Bhutta. "Bedside Teaching in Developing Countries." In How to Practice Academic Medicine and Publish from Developing Countries? Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5248-6_39.

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AbstractThe patient’s bedside has been compared to a platform where budding doctors get an opportunity to actively engage, learn, and acquire new skills. It provides the best in-person professional environment for young medical graduates, staff physicians, and fellows to translate their theoretical knowledge into practical skills. The concept of human learning has been based on the evolution of varying theories of behaviourism, cognitivism, and constructivism [1]. Human psychology trains itself by constructive analysis of the varying experiences in day-to-day learning; in other words, exploring old information through the discovery of new information. This phenomenon has been termed as the ‘spiral learning’ by Bruner [2] a concept that is reinforced in bedside teaching. This emphasizes active participation in teaching by the mentee/learner, which is the ‘new normal’ for a didactic teaching format (Fig. 39.1). The importance of bedside teaching dates back to the fifteenth century, when Sylvius (1614–1672), a renowned French practitioner, voiced his thoughts on teaching on rounds [3]. He believed in the concept of daily teaching by asking questions about the various clinical signs and symptoms and inquiring from the students regarding their observations, thoughts, and perceptions relating to patient care. It has been shown by studies that history contributes to deriving 56% of the diagnosis [4] and a comprehensive physical examination can provide 70%.
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Vu, Dzung H. "Cross-Cultural Academic Experience in Medical Education: Enrichment of Teaching Through Confucian, French and American Influences." In Academic Migration, Discipline Knowledge and Pedagogical Practice. Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-88-8_15.

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Lamassé, Stéphane. "Relationships Between French “Practical Arithmetics” and Teaching?" In Scientific Sources and Teaching Contexts Throughout History: Problems and Perspectives. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5122-4_6.

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Kreber, Carolin. "The Scholarship of Teaching and Learning." In Wissenschaftsdidaktik. transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839460979-011.

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The scholarship of teaching and learning (SOTL) is conceptualized as a transformative learning process and social practice that is informed by certain types of critical reflection and virtues. A distinction is drawn between formal and informal inquiries into teaching and learning; yet it is argued that both forms involve peer review and going public, and both could lead to fresh insights, transformed perspectives on teaching, and, by extension, improved teaching practices, better student learning and enhanced benefits to society. While this theoretical viewpoint is not mainstream, it is suggested that it could usefully extend SOTL (and perhaps also 'Wissenschaftsdidaktik').
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Rowley-Jolivet, Elizabeth, and Shirley Carter-Thomas. "Citation Practices of Expert French Writers of English: Issues of Attribution and Stance." In Second Language Learning and Teaching. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02526-1_2.

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Thomas, Lynn. "Introducing Self-Study in Quebec: The Challenges of Promoting S-STEP in the French Language." In International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_48.

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Clark, Julie S. Byrd, and Sylvie A. Lamoureux. "3. Rethinking Multilingualism: Complex Identities, Representations and Practices of Multilingual Student Teachers Moving through Plurilingual Times in University French Language Teacher Education Programs." In Teaching and Learning in Multilingual Contexts, edited by Agnieszka Otwinowska and Gessica De Angelis. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091263-005.

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Martínez-Blasco, Iván. "El SPS como herramienta transversal para la adquisición de competencias traductoras en el contexto de la enseñanza de la traducción especializada." In IVITRA Research in Linguistics and Literature. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/ivitra.41.09bla.

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The aim of this article is to include Subtitling for Deaf and Hard-of-Hearing audiences (SDH) as a transversal competence in the teaching-learning of French-Spanish Technical-Scientific Translation, to implement a didactic proposal that will help students to consolidate and expand the competences required by this branch of the discipline. To this end, we aim to familiarise students with real working dynamics in the field of subtitling for deaf and hard-of-hearing people by using simulated collaborative translation assignments in which students act in assigned roles, and which serve to raise practical issues of the labour market in audiovisual translation and accessibility applied to the context of technical-scientific translation.
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Hadley, Gregory, and Hiromi Hadley. "Chapter 8. Grounded Theory." In Research Methods in Applied Linguistics. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/rmal.6.08had.

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This chapter explores the underutilized Grounded Theory Methodology (GTM) in applied linguistics, detailing its procedures, objectives, benefits, and limitations from a post-positivist perspective. It suggests ways for educators and scholars to apply GTM to generate insightful social interaction theories within classrooms and discusses the role of technology in data collection. The text addresses critiques and ethical questions associated with GTM. When implemented rigorously, GTM can enhance not only teaching practices within applied linguistics but also offer fresh insights to scholarly communities beyond this field.
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Conference papers on the topic "French teaching practice"

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Kumpan, Natalia Alexandrovna. "Teaching French by means of dramatization." In International Research-to-practice Conference for students. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113118.

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Aada, Khalid. "THE PLAY IN TEACHING FRENCH BETWEEN TECHNIQUES AND CLASS PRACTICE." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1658.

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Hui, Wu. "Explore the French language teaching practice model based on the ability of language." In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.128.

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Becker, Shannon. "Teaching and researching French nasal vowels: The pros and cons of online training modalities for improving perception and production." In PSLLT 14 - The Practice of Pronunciation. Iowa State University Digital Press, 2024. http://dx.doi.org/10.31274/psllt.17296.

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Dragavtseva, Aleksandra Olegovna, Nataliia Aleksandrovna Chelysheva, and Olga Aleksandrovna Bogacheva. "Learning experience and a strategy for evaluating written speech in French of proficiency level B1 within the competence approach." In All-Russian scientific conference. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-101181.

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This article summarizes the experience of practical teaching work on the development of skills and teaching written speech in French in the process of gaining level B1. Within the framework of the competence approach and focusing on modern educational and methodological complexes of French authors, strategies and standard tasks of DELF, teachers rethought and adjusted these scenarios based on their own long-term classroom practice, features and conditions of the curriculum. The experience was systematized and presented in this work in the form of specific recommendations to students for the pr
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Sonina, Snejina, and Maud Pillet. "Language Proficiency Evaluation in the Age of AI: The Resurgence of Oral Production Skill." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.20058.

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This article addresses a recent shift in the evaluation of language proficiency in our university courses towards the greater significance of oral production skill. Having compared language-practice and content-based French courses, we concluded that this shift represents a positive change in our teaching practice. We thus share our findings and thoughts on oral production and offer practical advice about the type of assessments and evaluation schemes that allow for the accurate and fair measurement of this skill.
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Liu, Sisi. "Research and Practice of the Blending Teaching Mode in “Extensive French Reading” Based on the “Zone of Proximal Development”." In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.295.

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Panicheva, Elena V., Alexandra V. Radyuk, and Beibitkul S. Karimova. "INTEGRATION PROBLEMS OF INTERACTIVE FORMS AND METHODS IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE BASED ON THE EXAMPLE OF THE FRENCH LANGUAGE." In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/s08.35.

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Interactive forms of teaching a foreign language include modern tools for the teacherstudent relationship within the global Internet. The purpose of this work was to identify these forms of communication, as well as to determine the possibilities of interactive forms of cooperation in the framework of learning the French language. The authors give an overview of the historical transformation of interactive means of teaching a foreign language. It is highlighted that interactive forms of language learning continue to improve, including new technologies such as virtual reality and artificial int
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Vergara Wilson, Martín. "Concept development in microengineering: unpacking underlying processes and developmental paths." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1333.

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Concepts are a matter of importance for engineering education. Believed to be critical for developing expertise and engineering competence, conceptual knowledge has become a focus for research and training. Despite focusing on it, engineering graduates still often do not understand core concepts for their practice. With a few exceptions, most research concerning conceptual knowledge in engineering has been developed on assumptions of cognitive psychology, which have been subject to strong criticisms. One of these criticisms points out that mainstream approaches on concepts do not account for t
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Howayek, Cynthia. "A TEACHING KIT FOR LEARNING THE ARABIC ALPHABET: KFARHARF®! A CROSS BETWEEN MULTI-SENSORIALITY AND NEURO-EDUCATION IN ORTHO-EDUCATIONAL PRACTICE IN A FRENCH-SPEAKING ENVIRONMENT." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1298.

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