La web radio: l’outil numérique au service de l'inclusion, de la mixité, de la coopération et de l’apprentissage des langues.

We wanted our students to be aware of the dangers of digital technology and to be trained to use it wisely by developing their critical thinking. Despite the many hours spent in front of the scree...

We wanted our students to be aware of the dangers of digital technology and to be trained to use it wisely by developing their critical thinking. Despite the many hours spent in front of the screens, young people are not ready to discern the true from the false of information and are not aware of the harm they can cause by posting a photo or commenting on a social network. Respect for the other, his word and openness to the other were essential to carry out this common web radio project between the two institutions. Regardless of the origins, the sexual conditions, the situations of disability, the diversity so present in our establishments had to be strengthened within joint European projects. We also wanted to promote foreign language learning by emphasising oral practice. The age of our students, their shyness, their insecurity do not allow the necessary fluidity. Web radio is the perfect tool because behind a microphone speech can be triggered more easily. And to be listened to, you have to take care of the expression, be clear and precise. Finally, teachers wanted to learn and create links through common and innovative practises.

Four mobilities between the two institutions were carried out for a period of seven days. Each institution has made two mobilises with different students in which cultural and radio visits were planned, as well as the establishment of editorial committees to build and record radio content and common radio programs. Interventions by radio journalism professionals and technicians took place between March and June 2023 with Radio Aviva (local radio in Occitania) and between January and June 2024 with OAQADI (associative radio in the Celleneuve neighbourhood in Montpellier). These partners intervened in the French school at the time of the stay in Montpellier of Spanish students who were able to benefit from it, as well as the partnership. French students also shared their learning with their Spanish correspondents. Throughout the duration of the project, we have created and shared several podcasts and programs, in foreign and native languages, used as educational resources in foreign language courses. Finally, we made videos.

All students have produced podcasts, in foreign language and mother tongue supplemented by pedagogical sheets of oral comprehension on themes of their daily lives and the cultural life of each country. Four live fake broadcasts were prepared and then realised during the 4 mobilities in both countries, and two simultaneous broadcasts from each radio studio. Videos were shot and "erasmus corners" were created in each establishment. As the various achievements have been made, students have changed the way they understand the digital world. They have acquired digital skills and have become aware of their rights and duties. Teamwork has made it possible to leave aside prejudices, to discover the other in its difference and diversity and to see "living together" as a wealth. The improvement of oral practice in a foreign language during classes is a very positive result. The same applies to the attitude towards oral and communication. Shyness has given way to insurance. Foreign language teachers have integrated digital practises into language teaching and learning from authentic documents.