Lingu@num (Teaching and learning languages online using digital tasks)
Lingu@num is a strategic partnership for digital education (2020-1-FR01-KA226-HE-095410). This project enables teachers to discover and learn how to develop tasks to use with their students. It also provides learners a guide to learn languages and develop their digital literacy and citizenship on participatory sites. Finally, trainers can use the training modules in their courses and workshops.
Coordinator on behalf of the University of Strasbourg: Laurence Schmoll (LiLPa/LiRiC)
SERENITY project (Snoezelen approach to well-being and school life for teenage learners with special educational needs)
Our research in clinical psychology of development and learning with children suffering from profound intellectual deficiencies associated with autistic disorders has led us to formalize a psychotherapeutic approach using sensory and bodily mediation, and to evaluate its benefits from a developmental, cognitive, clinical and experimental point of view. Sessions are based on the principles of the Snoezelen approach (a contraction of the Dutch verbs snuffelen – to search and explore – and doezelen – to relax). This population of teenagers has suffered exclusion both in their family environment and in the traditional school environment. The aim is to create a reassuring and secure environment, in which the individual can enjoy adapted sensory situations. Sessions aim to develop better instrumentation of sensory-motor systems, emotion regulation, intersubjective skills and intentionality, during adjusted inter-individual interactions.
Project Coordinator : Hervé Segond (LPC/LiRiC)
ANR STAR-FLE project : Strategic Adaptations for better Reading and Text Comprehension in FFL (2024-2028)
This project aims to provide NLP resources and tools for L2 learners of French, in order to improve reading and text comprehension. Heterogeneous levels of L2 learners is a real challenge for teachers who don’t have teaching tools or pedagogical materials adapted to all types of learners. The CEFR level of the class doesn’t always reflect the real skills and knowledge of the learners, since some of them are more advanced in certain tasks, while others have a lower reading or writing level. Reading and text comprehension is a difficult task, especially when the learner is unfamiliar with complex words or multiword expressions, such as idioms or collocations.
Therefore, to help L2 learners and teachers and avoid the exclusion of some learners, we have chosen to use NLP tools and resources for pedagogical purposes. Thus, we propose to build lexical resources containing graduate synonyms (annotated with the CEFR level) to provide simpler synonyms or simpler definitions as a reading help to L2 learners. MWEs, which are particularly difficult for L2 learners, will be collected from real texts by using MWE extractor tools. Based on their distribution in the corpus, the MWEs are annotated with the CEFR level. Thus, the collected MWEs could be represented into a large database annotated with the CEFR level, and be useful for providing various exercises for all kind of user profiles. These resources will be integrated into a platform that will be used by teachers and learners to help improve their reading and writing skills.
Project Coordinator : Amalia Todirascu (LiLPa/LiRiC)
CoMCoFLE : How does morphological awareness play a role in the comprehension of texts in French as a foreign/second language among young Persian speakers newly arrived in French-speaking Europe? (2023-2025)
The innovative nature of the project lies in its interdisciplinary approach to the issue of learning written L2 languages, which is an undeniable vector for the educational and social inclusion of immigrant and newcomer populations in French-speaking countries. At the crossroads of developmental psychology and learning, language didactics and linguistics, the purpose of this study is to discover to what extent the morphological awareness developed in French L2 contributes to the acquisition of reading comprehension by Persian-speakers recently arrived in a French-speaking European country (France, Belgium or Switzerland) and enrolled in the 4th to 5th year of elementary school. The results of this sample of pupils are compared with those of monolingual French speakers of the same age and reading level in order to identify similarities and differences in the variables involved in and/or mediating reading comprehension.
Project Coordinator : Anne-Sophie Besse (LPC)
