French as a Second Language
Correlations NCFS & Provincial Guides: Alberta
Correlation Between the Alberta 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 different components are listed in the Alberta curriculum.
It states that the four different components are integrated, however each has it’s own emphasis and form.
The FSL programs propose a balance b/w non-analytic and analytic learning non-analytic: communication of the message through interaction w/o in-depth study of linguistic elements analytic: explicit knowledge of culture, language and general language education.
Language - (as a means of communication, examples of language functions, language within a context, student control of language learning)
At the beginning, one of the aims of Core French is listed as communication.
At the beginning of learning French, the emphasis is put on spelling and pronunciation, which is essential of linguistic development.
The students will learn about the language, in addition to how to use it correctly.
The language that is taught must be learned in context.
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 is through interacting with their own environment that the children will learn French as a second language. They use their own personal experiences, including their already acquired knowledge, attitudes, and behavior.
The curriculum also lists the 5 dimensions of the communicative/experiential component and explains what they are.
There are three processes that the students must go through when learning FSL. First, they must go through comprehension, which is explained as: driving the meaning or signification from texts. Secondly there is production, explained as: expressing meaning by creating oral and written texts to suit different participants, topics, purposes, and reason for communication. And lastly, there is the process of negotiation, explained as: the interactions process others must adjust to the needs of others.
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)
Understanding the Francophone culture is listed as one of the aims of Core French.
The understanding of the culture is brought about by a series of processes which are identification, research analysis, analysis, then interpretations followed by knowledge of the culture.
The students will learn various aspects of the culture, including the ideas, behaviours, manifestations, cultural artifacts, and symbols shared by the Francophone people, starting with the local cultures, then expanding the international ones.
General Language Education - (encouraging students to engage in higher order thinking process on their language learning through reflection)
One of the aims of Core French listed is the learning of strategies.
As students develop their communication skills, they increase their linguistic accuracy which in turn leads to the development of language learning strategies.
There is a progressive development of simple to more complex uses in the cognitive, socio-affective and metacogntive dimensions.
It is stated that while the students learn these strategies, they will be able to monitor, direct, and transfer their language learning to new life situations.
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?
There is no mention of evaluation. But it talks about he different expectations of the students at the different levels. The document also refers to the different levels of learner expectations being: global (reflect the knowledge skills and attitudes targeted for the program as a while) to general (describe learner expectations at the end of the level) to specific (describe the relative level of achievement expected of learners at the end of each sublevel).
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.