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Reinforcement of the learning language


In this section, you will find the projects set up to reinforce the language of learning.

To view the slideshow in full screen, click on a photo.

Our projects

Here are some pictures taken during the learning language reinforcement sessions

Educational and fun activities to reinforce the language of learning in the field of  knowing how to read, knowing how to speak,  know how to write and know how to listen 

Reception of newcomer students

Our educational team, made up of teachers specializing in the field of language, ensures the reception, orientation and optimal integration of newcomer students and students assimilated to newcomers.


FLA device

To achieve these objectives, our school organizes the FLA (French learning language) support system: This is a teaching structure aimed at learning the language of instruction. 


General intentions


It is a question of awakening the child to another way of thinking and another type of culture while arousing in him the audacity and the pleasure of expressing himself in another language.


The activities are based on real-life situations in class which  allow the child to learn to use this new language to understand, to be understood and to come into contact with other people who speak this language.


Linguistic and non-linguistic knowledge


Non-linguistic knowledge covers all non-verbal behavior (attitudes, facial expressions, gestures, etc.)


Linguistic knowledge consists essentially of vocabulary and grammar.

The vocabulary is a common vocabulary, which the teacher  make sure to use it often and in different contexts.

Grammatical structures appear in language functions without the child realizing it at first  ; to do this, the functions must be used in contexts close to reality and respond to the students' experience.

Contexts and thematic fields


Five contexts  :

  • family life (relations with parents)

  • school life (relations with teachers and classmates) 

  • social life (relations with friends, superiors, strangers)

  • hobbies (relationships with friends, strangers, etc.)

  • services (relations with liberal professions, employees, traders, etc.)


In these contexts, the child will be able to approach the following thematic fields  :

  • identification (name, address, country, etc.)

  • the family (composition, family ties, profession, etc.)

  • housing (parts of the house, furniture, parts of the garden, etc.)

  • the street (home, public buildings, map, highway code, etc.)

  • the school and the class (year, course, timetable, school effects, etc.)

  • essential clothes

  • food, drinks (meals and tastes in the matter)

  • body parts, health (diseases) and hygiene (care)

  • leisure (sports, TV, cinema, reading, travel, visits, etc.)

  • the weather, the seasons and its nature

  • the passage of time and the calendar (annual festivals)

  • simple quantification (price, weight, mass, area, elementary calculations, etc.)

  • services such as transport, banks, posts, administrations, shops.


Our skills are detailed here, click on the PDF

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