PHAM Phuong Thao, DINH Mai Trang

L’atelier de roman-photo

Introduction

L’atelier de roman-photo. Découvrez un atelier de roman-photo à l'Université de Hanoï renforçant les compétences écrites en français (A2) par l'enseignement par projet, stimulant motivation et culture francophone.

Abstract

Cet article présente une expérimentation de l’enseignement par projet à travers un atelier de création de roman-photo à l’Université de Hanoï. Conçu en 2024, cet atelier a pour objectif de renforcer la compétence écrite en français (niveau A2) et de stimuler la motivation intrinsèque des étudiants. Le roman-photo, encore peu connu au Vietnam, est utilisé à la fois comme support culturel francophone et comme produit final réalisé par les apprenants.L’étude expose le cadre théorique de l’approche actionnelle et de l’enseignement par projet, décrit les principales étapes de l’atelier et analyse une production finale ainsi qu’une enquête menée auprès des participants. Les résultats indiquent que ce dispositif favorise l’engagement des étudiants et améliore leurs compétences linguistiques, tout en mettant en valeur la créativité et la culture francophone.

Review

This article, "L’atelier de roman-photo," outlines an engaging project-based teaching experiment centered on the creation of photo-novels, conducted at Hanoi University. Conceived in 2024, the workshop aimed to bolster A2-level French writing competence and stimulate intrinsic motivation among students. The innovative use of the *roman-photo*, described as a less familiar genre in Vietnam, is particularly noteworthy, serving both as a rich francophone cultural support and as a tangible final product created by the learners themselves. The proposed methodology appears well-founded, rooting the experiment in the theoretical frameworks of the action-oriented approach and project-based learning. The abstract promises a comprehensive exposition, detailing the workshop's key stages, an analysis of a student production, and insights derived from a participant survey. The reported findings suggest positive outcomes, indicating enhanced student engagement, improved linguistic skills, and a clear fostering of creativity alongside an appreciation for francophone culture. The multi-modal nature of the *roman-photo* project offers a dynamic and potentially highly effective avenue for language acquisition that transcends conventional didactic approaches. While the abstract provides a compelling snapshot of this pedagogical initiative, a full paper would benefit from a more detailed exploration of certain aspects. Further discussion could elaborate on the specific challenges faced during implementation, a more granular analysis of the linguistic improvements at the A2 level, and a deeper dive into the qualitative and quantitative data from the participant survey. Moreover, insights into the transferability of this model to different linguistic contexts or proficiency levels, and a comparative discussion with alternative teaching methods, would significantly enrich its contribution to the field of French as a Foreign Language (FLE) pedagogy. Nevertheless, this initiative presents a valuable and inspiring approach to integrated language and cultural learning.

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