Abstract:

Purpose:
Our paper presents an experience with new technologies to improve the level of listening comprehension, using differentiated pedagogy in a minority language, threatened by desocialisation.

Approach:
We describe how we organized specific needs workgroups for pupils in Romanic language classes (Occitan), with progressive exercices, increasing their exposure to the language. This experience was carried out over four years in whole classes of 30 pupils in a secondary school, using equipment with interactive whiteboard, computers and i-pods. We explain the way of working in theses classes: the warm -up of this experience and the remedial work according to the levels of the pupils.

Findings:
The results underline the importance of teacher mediation between pupils and numerical material, the importance of mutual help and oral progresses in occitan.

Conclusions:
Finally, we assess the benefits of the technological tools and the limits of this plan of action, for a threatened language and the necessity of teacher training.

Keywords:

Differentiated pedagogy, new technologies, language Learning, minority language.