[PDF] The Ontario Curriculum Grades 9 to 12: French as a Second

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French as a

Second Language

CORE FRENCH

EXTENDED FRENCH FRENCH IMMERSIONThe Ontario Curriculum

Grades 9 to 122014

The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serv e. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TT

Y: 1-800-268-7095).

CONTENTS

PREFACE 3

Secondary Schools for the Twenty-First Century .................................. 3 Supporting Students" Well-Being and Ability to Learn ............................. 3

INTRODUCTION 6

Vision and Goals of the French as a Second Language Curriculum ................. 6 The Importance of the French as a Second Language Curriculum .................. 6 Enduring Ideas in the French as a Second Language Curriculum ................... 7 Roles and Responsibilities in the French as a Second Language Programs .......... 11

THE PROGRAMS IN FRENCH AS A SECOND LANGUAGE 15

Overview of the Programs ........................................................ 15 Curriculum Expectations ......................................................... 20 Strands in the French as a Second Language Curriculum .......................... 21 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 26 Basic Considerations ............................................................. 26 The Achievement Chart for French as a Second Language ......................... 29 SOME CONSIDERATIONS FOR PROGRAM PLANNING IN FRENCH

AS A SECOND LANGUAGE 34

Instructional Approaches ......................................................... 34 Planning French as a Second Language Programs for Students with Special

Education Needs

................................................................. 38 Program Considerations for English Language Learners ........................... 41 Environmental Education and French as a Second Language ...................... 44 Healthy Relationships and French as a Second Language .......................... 44 Equity and Inclusive Education in the French as a Second Language Programs ..... 45 Financial Literacy in French as a Second Language ................................ 46 Literacy, Inquiry Skills, and Numeracy in French as a Second Language ............ 47 The Role of the School Library in the French as a Second Language Program s ...... 50 The Role of Information and Communications Technology in the French as a Second Language Programs ................................................. 51 This publication is available on the Ministry of Education"s website, at www.ontario.ca/edu. 2 The Ontario Skills Passport: Making Learning Relevant and Building Skills .......... 52 Education and Career/Life Planning through the French as a Second

Language Curriculum

............................................................ 53 Cooperative Education and Other Forms of Experiential Learning ................. 54 Planning Program Pathways and Programs Leading to a Specialist High Skills Major ... 54 Health and Safety in the French as a Second Language Programs .................. 55

THE CORE FRENCH PROGRAM, GRADES 9 TO 12 57

Core French, Grade 9, Academic (FSF1D) .......................................... 58

Core French, Grade 9, Applied (FSF1P) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Core French, Grade 9, Open (FSF1O) .............................................. 88 Core French, Grade 10, Academic (FSF2D) ........................................ 101 Core French, Grade 10, Applied (FSF2P) ........................................... 115 Core French, Grade 10, Open (FSF2O) ............................................. 128 Core French, Grade 11, University Preparation (FSF3U) ............................ 141 Core French, Grade 11, Open (FSF3O) ............................................. 154 Core French, Grade 12, University Preparation (FSF4U) ............................ 167 Core French, Grade 12, Open (FSF4O) ............................................. 180

THE EXTENDED FRENCH PROGRAM, GRADES 9 TO 12 193

Extended French, Grade 9, Academic (FEF1D) ..................................... 194 Extended French, Grade 10, Academic (FEF2D) .................................... 210 Extended French, Grade 11, University Preparation (FEF3U) ....................... 226 Extended French, Grade 12, University Preparation (FEF4U) ....................... 242

THE FRENCH IMMERSION PROGRAM, GRADES 9 TO 12 257

French Immersion, Grade 9, Academic (FIF1D) .................................... 258 French Immersion, Grade 9, Applied (FIF1P) ....................................... 274 French Immersion, Grade 10, Academic (FIF2D) ................................... 287 French Immersion, Grade 10, Applied (FIF2P) ..................................... 303 French Immersion, Grade 11, University Preparation (FIF3U) ....................... 318 French Immersion, Grade 11, Open (FIF3O) ....................................... 333 French Immersion, Grade 12, University Preparation (FIF4U) ....................... 348 French Immersion, Grade 12, Open (FIF4O) ....................................... 364

GLOSSARY 379

3

PREFACE

This document replaces

The Ontario Curriculum, French as a Second Language - Core, Extended, and Immersion French, Grades 9 and 10, 1999 and

The Ontario Curriculum, French

as a Second Language - Core, Extended, and Immersion French, Grades 11 and 12, 2000 Beginning in September 2015, all secondary French as a second language (FSL) courses will be based on the expectations outlined in this document.

SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

The goal of Ontario secondary schools is to support high-quality learnin g while giving individual students the opportunity to choose programs that suit their skills and interests. The updated Ontario curriculum, in combination with a broader range of learning options outside traditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life. The revised curriculum recognizes that, today and in the future, students need to be critically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community. It is important that students be connected to the curriculum; that they see themselves in what is taug ht, how it is taught, and how it applies to the world at large. The curriculum recognizes that the needs of learners are diverse, and helps all learners develop the knowledge, skills, and per spectives they need to be informed, productive, caring, responsible, healthy, and active citizens in their own communities and in the world. SUPPORTING STUDENTS" WELL-BEING AND ABILITY TO LEARN Promoting the healthy development of all students, as well as enabling all students to reach their full potential, is a priority for educators across Ontario. Students" health and well-being contribute to their ability to learn in all disciplines, incl uding FSL, and that learning in turn contributes to their overall well-being. Educators play an important role in promoting children and youth"s well-being by creating, fostering, and sustaining a learning environment that is healthy, caring, safe, inclusive, and accepting. A learning environment of this kind will support not only students" cognitive, emotional, social, and physical development but also their mental health , their resilience, and their overall state of well-being. All this will help them achieve their full potential in school and in life. A variety of factors, known as the “determinants of health", have b een shown to affect a person"s overall state of well-being. Some of these are income, education and literacy, 4

THE ONTARIO CURRICULUM

French as a Second Language

gender and culture, physical and social environment, personal health practices and coping a person is physically healthy but also the extent to which he or she wi ll have the physical, social, and personal resources needed to cope and to identify and achieve personal aspir- ations. These factors also have an impact on student learning, and it is important to be aware of them as factors contributing to a student"s performance. An educator"s awareness of and responsiveness to students" cognitive, emotional, social, and physical development is critical to their success in school. A number of research- based frameworks, including those described in Early Learning for Every Child Today: A

Framework for Ontario Early Childhood Settings

(2007) and

Stepping Stones: A Resource on

Youth Development

(2012), 1 identify developmental stages that are common to the majority of students from Kindergarten to Grade 12. At the same time, these frameworks recognize that individual differences, as well as differences in life experiences and exposure to age-dependent. The framework described in Stepping Stones is based on a model that illustrates the complexity of human development. Its components - the cognitive, emot ional, physical, and social domains - are interrelated and interdependent, and all are subject to the core" - a sense of self, or spirit - that connects the different aspects of development and experience (p. 17).

Source:

Stepping Stones: A Resource on Youth Development

, p. 17 Educators who have an awareness of a student"s development take each component into account, with an understanding of and focus on the following elements: cognitive development - brain development, processing and reasoning skills, use of strategies for learning emotional development - emotional regulation, empathy, motivation

1. Best Start Expert Panel on Early Learning,

Early Learning for Every Child Today: A Framework for Ontario Early

Childhood Settings

(2007) is available at , and Government of Ontario,

Stepping Stones: A Resource on Youth

Development

(2012), is available at steppingstones/youth_policy.aspx 5

PREFACE

social development identity formation (gender identity, social group identity, spiritual identity); relationships (peer, family, romantic) physical development - physical activity, sleep patterns, changes that come with puberty, body image, nutritional requirements

The Role of Mental Health

Mental health touches all components of development. Mental health is mu ch more than and risks but by the presence of factors that contribute to healthy growth and development. By nurturing and supporting students" strengths and assets, educators help promote positive mental health in the classroom. At the same time, they can identify students who need additional support and connect them with the appropriate services. 2 a broader awareness of mental health, educators can plan instructional strategies that contribute to a supportive classroom climate for learning in all subject areas, build awareness of mental health, and reduce stigma associated with mental illness. Taking students" well-being, including their mental health, into account when planning in structional approaches helps establish a strong foundation for learning.

2. See the ministry document

Supporting Minds: An Educator"s Guide to Promoting Students" Mental Health and Well-being (2013). 6

INTRODUCTION

VISION AND GOALS OF THE FRENCH AS A SECOND LANGUAGE CURRICULUM All programs in the FSL curriculum at the elementary and secondary levels share a common vision, as follows: Vision and Goals for French as a Second Language - Core, Extended, and Immersion, Grades 1 to 12

Vision

Students will communicate and interact with growing condence in French, one of Canada"s ofcial

languages, while developing the knowledge, skills, and perspectives they need to participate fully as

citizens in Canada and in the world. Goals

In all French as a second language programs, students realize the vision of the FSL curriculum as they

strive to: use French to communicate and interact effectively in a variety of social settings; learn about Canada, its two ofcial languages, and other cultures; appreciate and acknowledge the interconnectedness and interdependence of the global community; be responsible for their own learning, as they work independently and in groups; use effective language learning strategies;

become lifelong language learners for personal growth and for active participation as world citizens.

In order to achieve the goals of the elementary and secondary FSL curriculum, students need to: acquire a strong oral foundation in the French language and focus on communicating in French; understand the value of learning another language;

develop the skills needed to strengthen traits of resilience and to secure a sense of self, through opportunities to learn adaptive, management, and coping skills, to

practise communication skills, to build relationships and interact positively with others, and to use critical and creative thinking processes.

THE IMPORTANCE OF THE FRENCH AS A SECOND LANGUAGE CURRICULUM The ability to speak and understand French allows students to communicate with French-speaking people in Canada and around the world, to understand and appreciate advantage in the workforce. 7

INTRODUCTION

While the knowledge of any language has value, French is not only a global language but the mother tongue of many Canadians and an integral part of the Canadian identity. Learning French equips students to communicate with French-speaking Canadians and millions of French speakers around the world. In addition to strengthening students" ability to communicate, learning another languag e develops their awareness of how language and culture interconnect, helping them appreciate and respect the diversity of Canadian and global societies. When a student is exposed to another culture through its language, he or she begins to understand the role that language plays in making connections with others. Learning an additional language not only challenges a mind but also teaches understanding, encourages patience, a nd fosters open-mindedness. two or more languages generally enhances cognitive development, as well as reasoning the learning of additional languages, and contributes to academic achiev ement. As their and unforeseen situations. For example, second-language learners tend to be more divergent thinkers, with improved memory and attention span. Positive outcomes for students in the FSL curriculum include: improved problem-solving skills; a better understanding of aspects of a variety of cultures; a greater awareness of global issues, including those related to the environment and sustainability; expanded career opportunities. r ole as active and engaged citizens in today"s bilingual and multicult ural Canada. Moreover, the language learning strategies that students develop in the FSL program can contribute to an interest in learning languages throughout their lives and provide them with the global community - also stands to gain from having plurilingual citizens. 3 ENDURING IDEAS IN THE FRENCH AS A SECOND LANGUAGE CURRICULUM By studying a second language, students learn a great deal about interacting effectively with others, because they have to focus closely on what it is they are trying to communicate; what they need others to understand, and why; how their oral or written expression is received and interpreted; and what others are trying to communicate to them, and why. As they learn to exchange information and ideas in another language, the y also learn about other ways of thinking, other ways of doing things, and other ways of living - in short, about other people and other cultures.

3. For more information on plurilingualism, see Council of Europe, Plurilingual Education in Europe: 50 Years of

International Co-operation

, Strasbourg, February 2006; available at www.coe.int/t/dg4/linguistic/Source/

PlurinlingalEducation_En.pdf

8

THE ONTARIO CURRICULUM

French as a Second Language

The FSL curriculum emphasizes communicating a message by using knowledge of vocabulary, language conventions, and grammar while taking into consideration the purpose, the audience, and the situation or context. This focus on the s ociolinguistic and cultural aspects of language allows students to apply their language knowledge in a variety of real-world situations and contexts. Through the study of French, students experience multiple opportunities to communicate for authentic purposes in real-life situations. These opportunities enable students to build on and apply their knowledge of French in everyday academic and social situations, thus developing effective communication skills. Students can take control of their learning and making thoughtful and meaningful connections to the world around them. If students see aspects of the FSL curriculum modelled and reinforced by educators, family members, and community members, their learning is reinforced and validated as more relevant to their lives. The FSL curriculum strives, ultimately, to foster an interest in language learning that continues not only during a student"s time in school but later in life.

The FSL curriculum

is therefore founded on seven fundamental concepts, or “enduring ideas", whic h focus, from Grade 1 to Grade 12, on the development of skills that are also necessary as a basis for lifelong language learning. These enduring ideas are discussed on pages 9-11. 9

INTRODUCTION

Authentic Oral Communication: Reception, Production, and Interaction The main purpose of learning a language is communication. Communication is a social act. In order to learn French, therefore, students need to see themselves as social actors communicating for real purposes. Teaching language as a system of disconnected and isolated components gives learners some knowledge of the language, but d oes not allow them to use the language effectively. In contrast, communicative and action-oriented approaches to teaching French put meaningful and authentic communication at the centre of all learning activities. To reach their potential, students need to hear, see, use, and reuse French in meaningful yet developmentally appropriate contexts. One of the key terms in second-language learning is “comprehensible input". It is the teacher"s responsibility to provide compre hensible input, ensuring that the messages that students receive are understandable. Making the input relevant - to the learner, the context, the situation - is one way of doing this. Repetition and recycling are also integral to making input comprehensible. Effective comprehensible input must be slightly challenging in order to provide the scaffolding students need to be able to begin “producing" - that is, speaking and writing - French in an authentic way. In order to go beyond receptive skills, students need to use and negotiate the input they receive by conversing in authentic situations. Interaction in French is essential in this curriculum. Research indicates that language in and cultural understanding. Listening, Speaking, Reading, and Writing: Interconnected but Distinct In order to develop the skills necessary to become lifelong language learners , students will be given multiple opportunities to: listen and respond to texts and to others; speak and interact with others; read, view, and respond to a variety of texts; write a variety of texts for many different purposes and audiences. Listening and speaking skills are the springboards to reading and writing. While the curriculum strikes a balance between these four distinct but interconnected skills, oral communication - listening and speaking - is paramount for second-l anguage acquisition. If students hear it, they can say it. If students can say it, they can r ead it. And if students can read it, they can write it.

Development of Language Learning Strategies

Successful French language learners use a number of strategies to learn more effectively. These language learning strategies are often categorized as cognitive, metacognitive, and social/affective. Cognitive strategies involve the direct manipulation of the language itself, such as remembering information and understanding or producing messages in French. Metacognitive strategies involve planning, thinking about the learning p rocess as it is taking place, and monitoring and evaluating one"s progress. Social and affective strategies enhance cooperation and help students regulate their emotions, motivations, and attitudesquotesdbs_dbs14.pdfusesText_20

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