© Pierre Linguanotto© Pierre Linguanotto

General tips:

All activities take place in both English and German, however, the evaluation at the end of the class should be held in French in order to clearly explain the project, and to allow the students to express things that they are not yet capable of saying in the target MFLs.

The actor-educator uses gestures to explain each instruction as well as actively showing the students what they are supposed to do. The students reach an understanding through the use of imitation, reasoning, identification of key words, and interaction with their peers.
The actor-educator also asks the other teachers to act as mediators on their demand (translating the instructions into French) whenever it is absolutely necessary. However, the students generally take on the role of mediators themselves. This document presents the session in its entirety - adapt it to your needs and select individual activities specifically geared towards developing certain skills in the classroom. Refer to the 'tools' tab: there you will find certain key activities, organised by theme, with instructions in the three languages, as well as videos and/or photos.

Main aims of the session:
  • to build team spirit and create interest in the project;
  • to experience tolerance and intolerance through understanding;
  • to encourage the students to listen, to look, to pass on information, and to concentrate;
  • to help students gain self-confidence, make choices and decisions;
  • to encourage them to be aware of their different identities;
  • to explore unknown and unpredictable situations;
  • to react, to take distance;
  • to develop self-confidence as well as confidence in others;
  • to develop empathy and be capable of:
    • taking the place of someone else, experiencing different perspectives of the same situation;
    • taking distance: changing opinions, and defending different views to their own;
    • asking reflective questions;
  • to make students physically aware, and conscious of their emotions;
  • to be aware of, and understand, the reactions of others;
  • to encourage creativity;
  • to develop social skills, such as solidarity, listening skills, kindness and tolerance, through
    group work;
  • to experience acceptance and rejection: reflection.
The sessions of the
« tolérance et cinéma » in German- English bilingual classes at collège Victor Hugo in Nanterre
in detail:

First session: Meeting others
Raising awareness through movement

Download SymbolFirst session: Meeting others (PDF, 131 KB)

Second session: Changing perspectives
Discovering together

Download SymbolSecond session: Changing perspectives (PDF, 111 KB)

Third session: Pronunciation and synchronization

Download SymbolThird session: Pronunciation and synchronization (PDF, 106 KB)

Fourth session: Active languages:
experiencing the art of cinematography

Download SymbolFourth session: Active languages (PDF, 123 KB)

Fifth session: Being creative tolerance and language

Download SymbolFifth session: Being creative tolerance and language (PDF, 119 KB)

© Collège Victor Hugo Nanterre

Tip 1:
If you want to create a similar project don't forget to:

  • Vary and alternate the activities, the scenarios, the workshop leaders and the languages.
    The element of surprise promotes curiosity and, in turn, stimulates the students’ interest.
  • Link each language to a participant and act as a mediator when asked to by the actor leader
    (after a while the students will start to do this themselves.)

Tip 2:
When using theatre activities in the classroom it is important to avoid a detailed explanation
of the exercise or activity before it takes place, as it may confuse the students and leave
them apprehensive. Simply by doing – using gestures to 'show' the activity – the students will