French as a Second Language
Correlations NCFS & Provincial Guides: Newfoundland & Labrador
Correlation Between the Newfoundland 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 four components of the multi-dimensional are explained and addressed in the curriculum.
(as a means of communication, examples of language functions, language within a context, student control of language learning)
Communication is the main focus of the core French program.
Language including pronunciation, spelling and structure, all of which are learned gradually over second language learning.
The language elements that are taught are determined by the tasks or activities being performed.
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 emphasis is placed on communication, where learners engage in experiences which to them are relevant, interesting including friends, family sports and school.
The experiences from FSL contribute to the social, emotional and intellectual development of the learners.
Core French program based on the interests and experiences of learners
At the end of the lesson, students often review what they have learned. They reflect on the process of learning and on what remains to be accomplished.
Topics are presented in a thematic approach.
Teachers are encouraged to consult the co-op resources listed in the document. These references contain classroom activities and suggestions for implementation.
In a communicative/experiential classroom, the skills of listening speaking reading writing and viewing are interconnected.
The 3 stages, pre-activity, and post are encouraged for listening, reading and writing. As well, there are explanations as to why they are important.
Students are encouraged to work in groups, and interact with each other, especially when referring to speaking.
It is also stated that self-assessment is important as it encourages students to reflect on their learning, identify what they have achieved, focus on what they need to improve, plan and organize to accomplish a task.
(larger role for culture teaching, from local to broader understandings, concentration on present realities, links to real people and events relevant to the students)
Students will explore another culture during the program. They come to appreciate the values and traditions of both their won and other cultural communities. Students identify ways in which they are similar to and different from francophones..
Students explore the relationship between language and culture, from local to across Canada.
General Language Education -
(encouraging students to engage in higher order thinking process on their language learning through reflection)
FSL fosters the development of problem solving and creativity, as well as preparing kids to learn a third or fourth language.
Problem solving is the basis of second language learning.
In core French, students uses strategies and processes to access information, to clarify and negotiate meaning and give options to cope effectively in unfamiliar situations.
Students apply critical analytical and creative thinking skills to communicate in different ways and in varying circumstances.
Co-operative learning, modeling and role-playing are examples of strategies to be used in French as a second language teaching.
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?
For the different grades and outcomes, there are teaching suggestions and resources and ways to assess.
Evaluation is considered an integral part of the learning process.
Evaluation is both planned and ongoing. Samples for evaluation plans are provided in the document.
5. Does the guide refer to the NCFS, a Model for Implementation, the CASLT Assessment Toolkit documents?
They mention the National Core French study (in the curriculum outcomes) and there is a note in the margin about the CASLT Assessment Toolkit for beginners in the elementary curriculum.
Réflexions is listed as one of the teacher references.
www.caslt.org is listed as one of the useful websites.