French as a Second Language
Correlations NCFS & Provincial Guides: New Brunswick
Correlation Between the New Brunswick 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 4 components of the Multidimensional curriculum are listed and explains in the beginning of the document.
(as a means of communication, examples of language functions, language within a context, student control of language learning)
The goal of the core French program is to allow the students to communicate in their surroundings and feel comfortable doing so.
The goal is not to know what the grammar rules are, but to be able to use them effectively while communicating.
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)
The program is based on the students' experiences, so the themes exploited are related to the students' lives in some respect.
The students play an active role in learning, are implicated in situations in context, use authentic material, and often work in groups.
Interaction, reading and writing all broken down into pre-, activity, and post- sections.
(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 comprehension of other cultures in essential in the second language classroom.
General Language Education -
(encouraging students to engage in higher order thinking process on their language learning through reflection)
The students are encouraged to think critically, and search for meaning, leading to the development of strategies that can be used for problem solving.
They are encouraged to voice their opinions, and explain themselves in order to achieve this.
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?
The evaluation composite is an integral part of the leaning and teaching processes.
The Projet pan-canadien en évaluation en franšais de base is referenced.
5. Does the guide refer to the NCFS, a Model for Implementation, the CASLT Assessment Toolkit documents?
The National Core French Study mentioned and explained.
L'évaluation formative des apprentissages en Franšais langue seconde referenced in
the franšais langue seconde, franšais de base, Atlantic Provinces version.