Diferenciación pedagógica: Modelo de enseñanza de francés como lengua extranjera en un contexto áulico diversificado con futuros docentes en el Noreste de México

Abstract

The diversity of the student within educational institutions allows teachers to enrich their practices and promote meaningful teaching scenarios. This article presents the first phase of a research whose specific population corresponds to the future teachers in Northeastern Mexico, whose first objective is to develop criteria for teachers to accompany their practice through the model of pedagogical differentiation, considering the different characteristics of those involved in the learning process. The second objective corresponds to the identification of the learning profile of students in their process of learning French as a foreign language. The third objective proposes the relevance of teacher training to develop criteria that allow the appropriate support of teaching methodologies with a differentiation in terms of structures, processes, contents and/or productions. Finally, a methodological approach is briefly presented, which will be developed in detail in the second phase of this research.