French as a Second Language
Correlations NCFS & Provincial Guides: British Columbia
Correlation Between the British Columbia 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?
There is no mention of the multi-dimensional curriculum as such, however, there are 4 curriculum organizers that are almost the same as the 4 components, being: communicating, acquiring information, experiencing creative works and understanding cultural influences.
The curriculum organizers should be integrated in the classroom through most activities.
Language - (as a means of communication, examples of language functions, language within a context, student control of language learning)
The overriding aim of Core French is communication, which is important as French is one of our official languages. Therefore, the goal is to teach the practical use of the language as opposed to the analytical grammar of the language itself.
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 Core French 5 to 12 curriculum uses the communicative-experiential approach.
The communicative-experiential approach philosophy is explained, speaking of authenticity, performance over knowledge, comprehension preceding and exceeding production, mistakes being tolerated, language being bound to culture, the students who must be engaged in meaningful and purposeful language learning tasks.
French is used to establish and maintain relationships, share ideas and opinions, and get things done.
Students will be motivated to continue their language studies when they have frequent opportunities to listen, view, and eventually read creative works in French and respond to them in various ways.
Culture - (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 students develop an awareness of their own culture as well as positive attitudes towards Francophones as they are able to communicate in French.
As well, they gain insight into the role of the culture as they participate in cultural experiences.
General Language Education - (encouraging students to engage in higher order thinking process on their language learning through reflection)
Learning French enhances the learning of first and additional languages.
Language-learning strategies are considered important components of a language program and are now recognized as an essential part of successful language learning. Examples of such strategies are included in the curriculum, some examples being the use of: visual clues, and a variety of writing processes.
The students are better able to understand, negotiate and communicate as they use a variety of language learning strategies.
There is a chart that gives examples of different strategies suggested for each grade.
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?
Evaluation is considered important as it allows the students and teachers see where progress is or is not being made, so that changes can be made in order to assure a good progression in learning.
The information provide to the students from the evaluations helped them to re-direct their efforts, make plans and establish future learning goals.
There are lists of evaluation types that can be used by the teachers.
5. Does the guide refer to the NCFS, a Model for Implementation, the CASLT Assessment Toolkit documents?
There is no mention of any of these documents.