French as a Second Language
Correlations NCFS & Provincial Guides
Correlation between the provincial curriculum documents approach to L2 teaching and the fundamental components proposed by the NFCS and formative assessment toolkits
- British Columbia
- New Brunswick
- Newfoundland & Labrador
- Nova Scotia
- Northwest Territories
- Prince Edward Island
Each review looks at the following key points:
- Is the NCFS and a Model for Implementation used as a reference?
- How does it address the four major components in teaching a L2?
- as a means of communication
- examples of language functions
- language within a context
- student control of language learning
- working by themes/ fields of experience based on student motivation and educational value including the physical, social, civil, leisure and intellectual domains
- lessons developed with pre-activity, activity, and post-activity stages
- post-activity stage highlighting student reflection and feedback
- larger role for culture teaching - from local to broader understandings
- concentration on present realities
- links to real people and events relevant to student
General Language Education:
- encouraging student to engage in higher order thinking process on their language learning
- Does it refer to the development of an integrated multidimensional curriculum?
- Is it student-centered, encouraging students working in small groups in authentic communicative situations?
- Does it refer to evaluation as an integral part of the learning process encouraging the use of a variety of assessment and evaluation methods?
- Does it refer to the CASLT Assessment Toolkit documents?