| Résumé : |
This final work deals with the cultural and relational advantages of school trips when learning a language. It consists of a theoretical part which deals with the organisational points of the trips, what they bring ta young people, how ta make the trips part of a lonq-term investment according ta 3 approaches and the discriminations that a school trip can generate. A practical part will then follow and will be divided into 3 approaches. The first approach consists of three hours of preparation for the trip in class ( useful for drawing up a charter of
conduct, ta/king about administrative aspects, informing pupils about the destination and possible cultural differences, possible preparations for projects, etc.). The second approach consists of ten hours of activities in Dublin, my chosen location for this work in order ta strengthen relational links and ta learn as much as possible about Irish culture using as many pedagogical novelties as possible. Final/y, the third approach will be to return ta the classroom for two hours and will serve main/y as a debrief on the trip, to finalise the project, to prolong the spirit of the trip, ta fix any learning, to take advantage of the opportunity to have the pupils write about what they have experienced and taask for feedback. A reflective analysis will be elaborated to retrospect on my practical work and a conclusion will be drawn to close this work in order to show that the cultural level and the relational strengthened during the school trip are indeed indispensable for language learning.
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