French as a Second Language
Correlations NCFS & Provincial Guides: Northwest Territories
Correlation Between the Northwest Territories 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 Philosophy section states that the curriculum guide is based on the recommendations of the NCFS - although the document is referred to as the National Research on Basic French Programs. It outlines the four components of the multidimensional program.
The Global Learning Objectives, reflecting the knowledge, skills and attitudes targeted to be learned, are organized according to the four components.
The Components of the Program of Studies found in the Teacher Resource Manual outlines in detail each of the four components.
The Suggested Teaching Methodology is based on the NCFS pedagogical principles. The Planning section provides examples of integrated units.
(as a means of communication, examples of language functions, language within a context, student control of language learning)
The Philosophy section outlines the set of skills necessary to enable communication (comprehension, production, negotiation).
The Components of the Program of Studies found in the Teacher Resource Manual outlines the development of linguistic competence within a context at the various language levels.
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 guide focuses on second language learning centred on learners' needs, interests and experiences.
The section entitled Multidimensional Curriculum outlines the concepts of fields of experience and the 5 dimensions useful to student learning.
A number of fields of experience have been designated for each level of language learning (beginner, intermediate, advanced).
The Components of the Program of Studies found in the Teacher Resource Manual outlines the various types of communication in detail.
The Suggested Teaching Methodology follows a preparatory stage, an experience phase, and a reflection phase. A reinvestment phase is also mentioned. It ends its cycle with an evaluation phase. The Manual goes through each of these phases in the areas of listening comprehension, reading comprehension and written production.
A variety of learning strategies are presented highlighting grouping of students for cooperation.
(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 Components of the Program of Studies found in the Teacher Resource Manual outlines the focus on current day life of francophone culture, increasing sensitivity to own and other cultures, and the deepening of student understandings.
The Suggested Teaching Methodology encourages the use of authentic documents.
General Language Education -
(encouraging students to engage in higher order thinking process on their language learning through reflection)
The Components of the Program of Studies found in the Teacher Resource Manual outlines cognitive learning strategies, socio-affective learning strategies and metacognitive strategies used in developing understanding and communication.
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, The Teacher Resource Manual states that student evaluation is an integral part of the teaching/learning cycle and that the evaluation process encompasses the gathering of evidence in a variety of ways.
The Evaluating Students' Work section outlines formative evaluation techniques and summative evaluation of educational projects in line with the strategies of the CASLT Formative Assessment Project.
5. Does the guide refer to the NCFS, a Model for Implementation, the CASLT Assessment Toolkit documents?
The NCFS is referenced as is CASLT as a professional organization for teachers.