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French as a Second Language

Nine-year Program of Studies

Guide to Implementation -

Grade 7 to Grade 9

ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA

Alberta. Alberta Education. Direction de l'éducation française. French as a Second Language Nine-year Program of Studies.

Guide to Implementation - Grade 7 to Grade 9.

This resource can be consulted at the following address:

ISBN 978-0-7785-6464-5

1. Français (langue) - étude et enseignement - Alberta - Allophones.

2. French language - Study and teaching as a second language - Alberta.

3. French language - Study and teaching - Alberta - Foreign speakers.

4. French language - Outlines, syllabi, etc. - Alberta. I. Title.

PC 2065.A333 2008 440.707123

Several Web sites are listed in this document. These sites are listed as a service only to identify potentially useful ideas for

teaching and learning. Alberta Education is not responsible for maintaining these external sites, nor does the listing of these sites

constitute or imply endorsement of their content. The responsibility to evaluate these sites rests with the user.

Note: All Web site addresses were confirmed as accurate at the time of publication but are subject to change.

For further information, contact:

Alberta Education

French Language Services Branch

9th Floor, 44 Capital Boulevard

10044 - 108 Street NW

Edmonton, Alberta T5J 5E6

Telephone: 780-427-2940 in Edmonton or

toll-free in Alberta by dialing 310-0000

Fax: 780-422-1947

E-Mail: LSB@edc.gov.ab.ca

The primary intended audience for this document is:

A PDF version of this resource is available at

progres/compl/fsl/support/niney.aspx Print copies of this resource can be purchased from the Learning Resources Centre. Order online at www.lrc.education.gov.ab.ca or telephone

780-427-5775.

Administrators

Educational Consultants

General Audience

Parents

Students

Teachers

Copyright © 2008, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta Education, French

Language Services Branch, 44 Capital Boulevard, 10044 - 108 Street NW, Edmonton, Alberta, Canada, T5J 5E6.

Every effort has been made to provide proper acknowledgement of original sources. If cases are identified where this has not

been done, please notify Alberta Education so appropriate corrective action can be taken.

Permission is given by the copyright owner

to reproduce this document, or any part thereof, for education purposes and on a

nonprofit basis, with the exception of materials cited for which Alberta Education does not own copyright.

Table of Contents

Chapter 1 - Introduction........................................................................ .......................................1 Purpose of the guide.................................................... Content of the guide........................................................................

Benefits of learning a second language ........................................................................

.............2 Language learning in Alberta............................................

Course sequences available for FSL........................................................................

..................4 Chapter 2 - Program Design........................................................................ ................................5 Program Design ........................................................................ Learner outcomes........................................................................ Multidimensional framework................................................................... ..................................6 Development of competency........................................................................ .............................7

The Experience-Communication component........................................................................

....8 The Language component........................................................................ ................................11 The Culture component........................................................................ ....................................14

The Language Learning Strategies component........................................................................

15 Program articulation...........................................................

Chapter 3 - Implementation of the FSL Program of Studies..................................................21

10 key principles for implementation........................................................................

..............21 Meaningful language ........................................................................ ......................................22

Comprehension precedes production........................................................................

...............22 Language learning is cyclical...........................................

Communication takes precedence over language knowledge .................................................24

Language and culture intertwined........................................................................

....................26 Strategies made explicit........................................................................ ...................................26 Student progress shared........................................................................ ...................................27

Language for fun and creativity........................................................................

.......................27

Parental and community support ........................................................................

.....................28 Life-long learning........................................................................

Chapter 4 - Teaching in the FSL Classroom .......................................................................

....31

Many contexts for FSL teaching ........................................................................

.....................31

Successful FSL classroom environment ........................................................................

.........32 The program of studies ........................................................................ ...................................32 The teaching approach........................................................................ .....................................32 The teacher........................................................................ The students........................................................................ The classroom environment........................................................................ .............................37

The resources, materials and equipment........................................................................

..........41 © Alberta Education, Canada, 2008 Table of Contents /iii

The school and the wider community........................................................................

..............42

Chapter 5 - Planning for Instruction ........................................................................

................45 Types of planning ........................................................................

Foundations for planning

Models for planning language instruction........................................................................

.......50 Planning templates........................................................................

Chapter 6 - Instructional Techniques and Strategies..............................................................61

Types of instructional strategies........................................................................

......................61

Teaching within the Fields of Experience ........................................................................

.......62

Instructional strategies to develop the Language Skills...........................................................63

Developing the Language component ........................................................................

.............79

Developing the Culture component........................................................................

.................83

Developing the Language Learning Strategies component.....................................................84

Chapter 7 - Meeting the Needs of All Students........................................................................

93
Student diversity ........................................................................ Getting to know the students............................................

Motivating students to learn French ........................................................................

..............100 Differentiating instruction........................................................................ ..............................102

Program planning for differentiation........................................................................

.............107

Specific instructional strategies........................................................................

.....................108

Chapter 8 - Classroom Assessment........................................................................

..................119 Why assess........................................................................ What to assess........................................................................

Current trends in classroom assessment ........................................................................

........120 Assessing effectively ........................................................................ .....................................125

New assessment practices imply new teaching practices......................................................127

Sample assessment materials........................................................................ .........................128

Assessment practices and instruments........................................................................

...........128 Chapter 9 - Using Technology to Support Second Language Learning...............................143

Language teachers - early pioneers of ICT integration.........................................................143

Supporting students with special learning needs...................................................................144

Uses of technology in FSL classes............................................................... ..........................145 Accessing authentic language........................................................................ ........................146 Gathering information........................................................................ ....................................147 Communicating via technology........................................................................ .....................148

Creating collaborative communities........................................................................

..............152 Accessing cultural knowledge........................................................................ .......................154

Concentrating on specific skills........................................................................

.....................154

iv/ FSL Guide to Implementation - Grade 7 to Grade 9 (Nine-year) © Alberta Education, Canada, 2008

Meaningful practice in authentic contexts........................................................................

.....158 Creating texts of all types ........................................................................ ..............................158

Expanding critical thinking skills........................................................................

..................160 Exploring virtual realities ........................................................................ ..............................161

Customizing for individual differences ........................................................................

.........161 Accessing "Just In Time" support........................................................... ...............................162

Receiving feedback on progress........................................................................

....................162

Appendices

Appendix A: Comparison of FSL Programs of Study: 1991 and 2004 ................................167

Appendix B: Fields and Subfields of Experience by Grade (4 to 12) ..................................169

Appendix C: Summary Charts for Use with the Communication and Language .............................173

Appendix D: Suggested Classroom Expressions..................................................................187

Appendix E: Suggested Vocabulary Associated with the Fields of Experience..................195 - Vocabulaire suggéré pour la 7 e - Vocabulaire suggéré pour la 8 e - Vocabulaire suggéré pour la 9 e Appendix F: Contributions of the FSL Program of Studies to Workplace Readiness.........317

Appendix G: Introductory Letter to Parents and Guardians .................................................319

Appendix H: Summary of Program Outcomes - Grades 4 to 12..........................................321

Appendix I: Reflections on the FSL Classroom Environment............................................327

Appendix J: French Pronunciation Guide........................................................................

....333

Appendix K: Guidelines to Consider When Selecting Resources........................................339

Appendix L: Selected Models for Second Language Lesson/Unit Planning and Instruction........................................................................ .........................341

Appendix M: Suggested Activities and Task

s by Field and Subfield of Experience............343 - Grade 7........................................................................ ................................343 - Grade 8........................................................................ ................................349 - Grade 9........................................................................ ................................356

Appendix N: Steps Carried Out in Task-Based Learning.....................................................363

Appendix O: Types of Tasks........................................................................ .........................365

Appendix P: Sample Blank Planning Templates..................................................................369

Appendix Q: Cooperative Learning Strategies.....................................................................385

Appendix R: Suggested Activities or Classroom Games to Promote Oral Interaction........427

Appendix S: A Selection of Graphic Organizers .................................................................445

Appendix T: Various Instruments Related to Differentiated Instruction .............................451

Appendix U: Selected Assessment Instruments....................................................................463

Appendix V: Assistive Technologies to Support the Learning of FSL ................................515

Appendix W: Accessing French Characters, Accents and Symbols with Microsoft Office........................................................................ ...................517

Appendix X: Variations on One Class Pr

oject Depending on Available Technologies.......521

Appendix Y: Glossary of Terms........................................................................

...................523 © Alberta Education, Canada, 2008 Table of Contents /v

vi/ FSL Guide to Implementation - Grade 7 to Grade 9 (Nine-year) © Alberta Education, Canada, 2008

Suggested Lesson Series

Grade 7 -

Mes camarades de classe et moi

Grade 8 -

Je m'habille

Grade 9 -

La maison et son décor

Acknowledgements

Cover Design and Original Illustrations

Michel Fortier

Audio Production

Blackman Productions

Alberta Education acknowledges the following companies and organizations for permission to use their original work in this document: avotrestyle.ca - Beaulieu Canada; Calgary Learning Centre; Century 21 France; Clipart.com; France Lambert; the Nebraska Department of Education; PaintCafé.com inc de Société Laurentide inc. and Sico Inc. © Alberta Education, Canada, 2008 Acknowledgements /vii

viii/ FSL Guide to Implementation - Grade 7 to Grade 9 (Nine-year) © Alberta Education, Canada, 2008

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Purpose of the guide

Content of the guide

Benefits of learning a second language

Language learning in Alberta

Course sequences available for FSL

PURPOSE OF

THE GUIDE The FRENCH AS A SECOND LANGUAGE NINE-YEAR PROGRAM OF STUDIES GUIDE TO IMPLEMENTATION-GRADE 7 TO GRADE 9 is intended to assist teachers, consultants and administrators in implementing the 2004 F

RENCH AS A SECOND LANGUAGE NINE-YEAR

PROGRAM OF STUDIES (GRADE 4 TO GRADE 12). It is a supporting document that is offered as a starting point for planning and teaching

French as a Second Language (FSL).

CONTENT OF

THE GUIDE

This guide consists of three sections: nine chapters, 25 appendices and one suggested lesson series for each grade. The guide provides information and suggestions for a range of topics including:

Ź implementation of the program of studies

Ź planning for instruction to meet the needs of all learners

Ź instructional techniques and strategies

Ź the use of technology to support second language learning

Ź classroom assessment.

Chapter 1 provides a brief introduction to this document, to the benefits of learning a second language as well as to the context for language learning in Alberta. Chapter 2 follows with an explanation of the design of the Nine-year Program of Studies. Appendices A to E support the content of this chapter. In Chapter 3, considerations related to the implementation of the program of studies are listed, and these are supported by Appendices F, G and H. Chapter 4 addresses the teaching of FSL; Appendices I to K provide further information. In

Chapter 5,

the focus is on various types of models and on planning for instruction. Appendices L to P provide additional useful tools and materials. © Alberta Education, Canada, 2008 Chapter 1: Introduction /1 Chapter 6 provides suggestions for instructional techniques and strategies related to the components of the entire program of studies. This chapter is supported by Appendices Q, R and S. The goal of meeting the needs of all students is addressed in

Chapter 7 and is

followed up by various tools related to differentiating instruction in Appendix T. Examples of graphic organizers for students with varying learning needs can be accessed in Appendix S. Chapter 8 is devoted to the topic of classroom assessment and is accompanied by Appendix U. Chapter 9 addresses various technologies that can be used to support and enhance second language learning and teaching. Appendices V to X provide additional information. A glossary of terms used in this guide is provided in

Appendix Y.

Related documents The FRENCH AS A SECOND LANGUAGE NINE-YEAR PROGRAM OF STUDIES (GRADE 4 TO GRADE 12) is the primary reference document and can be accessed at http://education.alberta.ca/media/677897/ nine_year.pdf. It provides an articulated program for grades 4 to 12 and prescribes what students are to learn and what they are able to do by the end of each grade. A copy of the French version of the program of studies is available at http://education.alberta.ca/media/677902/ nine_yearfr.pdf. Alberta Education has a Web site that includes a listing of various materials in support of the FSL program of studies. It can be accessed at iney.aspx. The Program Articulation document for grades 7 to 9 is a supporting document that presents a scope and sequence for the outcomes within the F

RENCH AS A SECOND LANGUAGE NINE-YEAR PROGRAM OF

STUDIES (GRADE 4 TO GRADE 12). Its purpose is to illustrate language use for planning and assessment purposes. It can be accessed at the above-mentioned web page.

BENEFITS OF LEARNING

A SECOND LANGUAGE

The Government of Alberta believes that language learning provides students with the competitive edge needed to succeed in the global economy. Research findings indicate that the experience of learning a second language can enhance many aspects of learning, including:

Ź improved overall school performance

Ź improved verbal and nonverbal intelligence, divergent thinking and memory and listening skills

Ź improved first language communication skills

Ź a deeper understanding of one's own culture and the development of positive attitudes towards cultural diversity Ź improved ability to learn additional languages. The goal for language learning in Alberta schools is to have students communicate and interact in two or more languages. The benefits of knowing another language include: Ź a life-long ability to communicate with more people

2/ FSL Guide to Implementation - Grade 7 to Grade 9 (Nine-year) © Alberta Education, Canada, 2008

© Alberta Education, Canada, 2008 Chapter 1: Introduction /3 Ź access to a larger pool of information and broader educational and career opportunities Ź more opportunities to enjoy literature, art, music, theatre, movies, sports and travel.

Use of French

worldwide The choice of French as a language of study is a jurisdictional one, but it is often the language of choice as it is Canada's other official language. It is widely used and accessible throughout Canada and is the first language of 6.7 million Canadians (Statistics Canada, 2001). It is spoken by approximately 200 million people in 55 countries around the world (Organisation internationale de la Francophonie). It is also an official language of the Europ ean Economic Community, the United Nations and the International Olympic Committee. After English, French is spoken on more continents than any other language. Alberta Education has compiled a number of resources that can be used by teachers and school authorities to promote the study of second languages. These can be accessed at the following Web site

LANGUAGE LEARNING

IN ALBERTA

Learning French has long been considered important to the education of Alberta students, both as a way to enhance our graduates' opportunities for living and working throughout Canada and the world, and as a means of fostering greater understanding between French-speaking and

English-speaking Canadians.

Alberta students who are linguistically and culturally competent in French can work toward the promotion of cultural understanding and respect for diversity by breaking down cultural barriers and fostering good will and mutual respect. They can also use the intercultural skills that they have developed through the learning of French to enhance our province's influence and competitiveness abroad, helping them to become better global citizens. In addition, the study of French can reinforce learning in other subject areas such as English Language Arts and Social Studies, where skills such as critical thinking and strategic learning are further developed. Students who learn another language tend to be risk takers, tolerate the unknown and are more flexible and adaptable to new situations - skills needed in an ever-changing world. In 1988, the Government of Alberta adopted a language education policy (1.5.2) in response to the enactment of the Canadian Charter of Rights and Freedoms. This policy set direction for language learning by mandating English language instruction for all Alberta students, as well as mandating French language instruction for children of parents identified under Section 23 of the Charter. It also encouraged instruction in French as a second language as well as instruction in languages other than French and English, as deemed appropriate by local communities. Second language programs, including FSL, are considered an optional course at all levels. In 2000, a number of recommendations to enhance language learning across Alberta were identified. Alberta Education began planning for a province-wide language-learning requirement for grades 4 to 9 students.

Currently, Alberta Education encourages and supports school authorities who choose to implement a language learning requirement locally by continuing to develop programs of study, learning and teaching resources and assessment materials for a range of languages, including French.

In Alberta, French as a Second Language (FSL) refers to a course of study in which the French language is taught as a subject, often between

30 and 40 minutes a day in elementary. In junior high school, the time

allocation can vary from 40 to 60 minutes and will be dependent on the school's timetable configuration (e.g., Day 1, Day 2 rotation). The ideal is to meet the recommended 95 hours of instruction required to attain the learner outcomes defined in the F

RENCH AS A SECOND LANGUAGE

NINE-YEAR PROGRAM OF STUDIES (GRADE 4 TO GRADE 12).

COURSE SEQUENCES

AVAILABLE FOR FSL

Alberta Education currently has two course sequences for FSL: Ź the nine-year course sequence for students who are beginning their study of French in Grade 4, and who will then continue in programming at the junior and senior high levels. Students who complete their FSL studies at the junior high school level and continue into high school will enrol in French 10-9Y, French 20-9Y and French 30-9Y; Ź and the three-year course sequence which is intended for high school students who are beginning their study of French for the very first time. These students would enrol in the following courses: French

10-3Y, French 20-3Y and French 30-3Y.

Hours of instruction in

grades 4 to 9 Alberta Education leaves decisions regarding the organization of instruction and allotment of instructional time to local school authorities. However, it is recommended that at least 95 hours per year (e.g., 30 minutes per day) be allotted for learning a second language in grades 4 to 9. This amount of instructional time is thought to be sufficient for the attainment of the learner outcomes as prescribed in the program of studies for elementary and junior high school students.

In summary

The learning of a language such as French is considered an important component of a student's education. To this end, Alberta Education has developed programs of study and a number of other documents that support the teaching of French. This Guide to Implementation is developed to assist teachers, consultants and administrators as they implement the FSL program of studies in grades 7 to 9. Chapter 2 provides an explanation of the design of the FRENCH AS A SECOND LANGUAGE NINE-YEAR PROGRAM OF STUDIES (GRADE 4

TO GRADE 12).

4/ FSL Guide to Implementation - Grade 7 to Grade 9 (Nine-year) © Alberta Education, Canada, 2008

Program Design

Audience

Learner outcomes

Multidimensional framework

Development of competency

The Experience-Communication component

The Language component

The Culture component

The Language Learning Strategies component

Program articulation

Corresponding Appendices A, B, C, D, E

PROGRAM DESIGN This chapter focuses on the design of the FRENCH AS A SECOND LANGUAGE NINE-YEAR PROGRAM OF STUDIES (GRADE 4 TO GRADE

12). It provides an explanation of the four components within a

multidimensional framework and defines the various competencies (communicative, cultural, linguistic and strategic) that students develop throughout their study of French.

AUDIENCE

The FRENCH AS A SECOND LANGUAGE NINE-YEAR PROGRAM OF STUDIES (GRADE 4 TO GRADE 12) is designed for students who begin learning French in Grade 4 and continue their studies through to completion in high school. It is designed to be implemented based on the recommended minimum number of hours of instruction per year; i.e., 95 hours of instruction per year or 30 minutes per day in grades 4 to 9.

LEARNER OUTCOMES

The program of studies prescribes general and specific learner outcomes for each of the four components; i.e., Experience-Communication, Language, Culture and Language Learning Strategies. The general outcomes are broad statements that define results students are expected to achieve in the course of their language learning experiences. © Alberta Education, Canada, 2008 Chapter 2: Program Design /5 Specific outcomes define results students are expected to demonstrate as knowledge, skills and attitudes at the end of each grade. Outcomes related to information and communication technology are found within this program of studies as well.

Outcomes by grade rather

than by developmental stage Some teachers may be familiar with the French as a Second Language Program of Studies which was implemented in 1991. At that time, learner outcomes were defined withinquotesdbs_dbs25.pdfusesText_31

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