French teachers in La Réunion use the lexical corolla to improve vocabulary mastery through interdisciplinary methods, helping students better understand language and math.
French as both subject and language
French is taught as both the language of instruction and a subject in its own right in La Réunion. Teachers Valérie Delavois and Vincent Dambreville are exploring new ways to help students master vocabulary through interdisciplinary methods.Tracking comprehension biases
Their approach focuses on identifying how students understand language, developing strategies to structure and expand vocabulary, and using varied contexts to help students manipulate words. They also aim to support vulnerable students in forming coherent statements.Training in priority education
Valérie and Vincent started their interdisciplinary work as part of trainer missions in priority education. Vincent attended a training session at the IFE with experts from the University of Geneva, where they discussed how language influences thinking and problem-solving.Language influences thinking
Dominique Lahanier-Reuter and Emmanuel Sander highlighted how linguistic structures can have strengths and biases. For example, the English phrase "a cat" can have different meanings compared to French. They also examined how students might approach math problems differently based on their language.Lexical corolla as a tool
Valérie introduced Vincent to the lexical corolla, a tool originally developed for literature in 1991 by the Eva group. It helps students explore the many dimensions of a word by placing it in a central bubble and linking it to related concepts.Adapting the tool for math
Vincent adapted the lexical corolla for use in mathematics, focusing on problem statements. Students build the corolla around three key questions: "Who?" (or "number of"), "What?" (action verb), and "When?" (chronological references). This helps them focus on the meaning of the problem.Avoiding vague verbs
Vincent emphasized the need to avoid vague verbs like "have," "do," or "be" in problem statements, as they can lead to confusion. He provided an example of a student's unclear statement and demonstrated how to rewrite it using more precise language.Active vocabulary strategies
Valérie argued that simply asking students about unknown words or providing definitions is not enough. She explained that vocabulary should be actively developed through strategies that help students organize and use words in different contexts, like branches on a tree.Engagement and reflection
Vincent noted that students are deeply engaged with the lexical corolla, reflecting on its challenges beyond just the exercise. Valérie believes that interdisciplinary approaches have helped her rethink the difficulties her students face, emphasizing the value of cross-perspective reflection.Expanding the tool's use
The lexical corolla has been shared with other subjects, including History-Geography. Educators in these fields found it useful for exploring concepts. They also considered using other mathematical tools, such as "telephone figures," to help students create maps or urban landscapes.
