Educación para el desarrollo sostenible en francés, lengua extranjeradiseño, aplicación y evaluación de un modelo didáctico y literario, basado en el cuento de nueva creación, destinado a 5.º y 6.º de Educación Primaria y a 1.º de Educación Secundaria Obligatoria

Laburpena

This thesis is the fruit of research motivated by the intention of offering French-language students a comprehensive education that takes into account the reality of the world in which we are evolving. Sustainable development is undoubtedly one of the major concerns of our century, which implies a series of challenges for which we must be prepared. Therefore, this work consists of the design, application and evaluation of a newly created didactic model based on the story, for the area of French as a foreign language. The proposal, aimed at students in the fifth and sixth years of Primary Education and the first year of Compulsory Secondary Education, considers Education for Sustainable Development, within the framework of the 2030 Agenda and the 17 Sustainable Development Goals (SDGs), established by UNESCO in 2015. The general objectives of this thesis are as follows: 1) To stimulate the learning of French, a foreign language, through the use of the newly created story as a didactic resource in the fifth and sixth year of Primary Education and in the first year of Compulsory Secondary Education. 2) To raise awareness of aspects of Sustainable Development in French, a foreign language, among pupils in the fifth and sixth years of Primary Education and the first year of Compulsory Secondary Education, by means of the design, application and evaluation of a newly created didactic model based on the use of storytelling. The methodology used is action research. For each of the aforementioned courses, stories were designed to promote both French language learning and awareness of sustainability through the SDGs. The application of the designed model was carried out during the academic year 2020-2021, and at three different times, at the end of each term. The procedure was the same for all three years. For the application of the first two terms, stories were designed and worked on in the classroom following the methodological phases of pre-reading, reading and post-reading. The three phases stimulated the learning of the French language, and education for sustainable development was integrated in the third post-reading phase. Each elaboration was related to the elements of the curriculum, as well as to the SDGs and the key competences for sustainability. The third application of each course consisted of students writing their own digital story based on a proposed illustrated sequence, using the Book Creator programme. To evaluate the didactic model, "ad hoc" assessment sheets were designed, with items related to the assessment criteria and evaluable learning standards established by the curricula, as well as to the specific learning objectives of the SDGs. The results showed that the didactic model designed favours the promotion of the learning of the French language, as well as an awareness of sustainability. The learning of French, a foreign language, was promoted in the four blocks of content established by the current curriculum: comprehension of oral texts, production of oral texts, comprehension of written texts, production of written texts, expression and interaction, encouraging the development of key competences and stage objectives. Furthermore, the results showed the appropriateness of the model to promote sustainability in the French language classroom, by integrating the SDGs, the SDG-specific learning objectives, and fostering the development of key competences for sustainability. Moreover, these conclusions led to the establishment of proposals for improvement and future lines of research related to the object of study of this thesis.