French as a Second Language
Correlations NCFS & Provincial Guides: Manitoba
Correlation Between the †Manitoba Provincial Curriculum Documents Approach to L2 Teaching and the Fundamental Components Proposed by the NFCS and Formative Assessment Toolkits
1. Does the guide refer to the development of an integrated multidimensional curriculum and how are the four major components in teaching a L2 addressed?
The introduction uses the terms multidimensional approach and refers to the four components.
The section entitled General Orientation outlines the multidimensional approach, the meaning of experience/communication as well as the 5 spheres, culture, language, and General Language Education.
The general and specific learning outcomes outlining the targeted knowledge, skills and attitudes to be acquired are organised according to the four components.
(as a means of communication, examples of language functions, language within a context, student control of language learning)
The main purpose expressed in the introduction is to encourage the learning of French as a means of communication.
It states that using language in context has become fundamental to the teaching of French as a second language.
The learning outcomes list specific language structures encouraging correct usage in varying contexts.
Communicative/experiential learning -
(working by themes/fields of experience in a student-centred approach based on 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)
It refers to language learning by communicating and participating in situations which are as authentic as possible.
The recommended methodology outlines a preparation phase with a pre-activity warm-up, an actualization phase, and an integration phase focussing on a reflection process and an extension activity called reinvestment. The guide goes through these three steps for oral comprehension, reading comprehension, and writing.
The learning outcomes are linked to a list of grade-appropriate fields of experience. it states that the experiential goals should reflect the interests and the life experiences of the students.
The guide provides sample units in which the work is presented for small groups and partner sharing.
(larger role for culture teaching, from local to broader understandings, concentration on present realities, links to real people and events relevant to the students)
The learning outcomes include the identification of the presence of Francophones, develop awareness of current events and appreciation of francophone culture, and descriptions of similarities and differences among communities.
General Language Education -
(encouraging students to engage in higher order thinking process on their language learning through reflection)
The learning outcomes encourage the development of learning strategies for problem-solving, for communication, and for comprehension.
3. Does it refer to evaluation as an integral part of the learning process encouraging the use of a variety of assessment and evaluation methods?
Yes, it does. It states that pupil evaluation is a systematic process providing information about learning. Evaluation is discussed in relation to the four components of the multidimensional approach.
The evaluation section provides examples for the development of a multidimensional test and of grade-appropriate evaluation activities.
5. Does the guide refer to the NCFS, a Model for Implementation, the CASLT Assessment Toolkit documents?
Yes, all three CASLT documents are included in the bibliography. As well reference is made to the CASLT journal, Réflexions, as a professional resource for teachers.
A section entitled Parameters to Follow in Drafting a Teaching Unit is adapted from the Model for Implementation document.