The Flipped Language Classroom: Sharing Experience

Research output: Contribution to conferencePaperpeer-review


The flipped or inverted classroom is not a new concept, particularly in language classes, but it seems to have received an upsurge in interest at universities since technologies have had an impact on students’ experience and the learning process. Flipping is an approach that inverted the traditional way of teaching and makes a different use of the face-to-face hour. The aim of this presentation is to share the experience of an inverted language classroom and to reflect on the use of technologies in the classroom.
This experience was part of the Flipping Project at the University of Bath. The flipped classroom was a grammar lecture in French for 120 year 1 students. Since the entry level in French language of the students is already satisfactory (B2 according to the Common European Framework), the main aim of this course is to harmonise the grammar knowledge of the year 1 students coming from different backgrounds. The project was developed in three stages: preparation, delivery, feedback and reflection. After presenting the material prepared for the flipped classroom, and outlining the role of the teacher and students at each stage, I will conclude by considering student feedback, peer feedback and my own reflection on this experience.
Original languageEnglish
Publication statusUnpublished - 16 May 2014
EventInnovative Language Teaching and Learning at the University: Enhancing Students Performance - University of Leeds - School of Modern Languages and Cultures, Leeds, UK United Kingdom
Duration: 16 May 2014 → …


ConferenceInnovative Language Teaching and Learning at the University: Enhancing Students Performance
Country/TerritoryUK United Kingdom
Period16/05/14 → …


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