French as a Second Language

Correlations NCFS & Provincial Guides

Correlation between the provincial curriculum documents approach to L2 teaching and the fundamental components proposed by the NFCS and formative assessment toolkits

• Alberta
• British Columbia
• Manitoba
• New Brunswick
• Newfoundland & Labrador
• Nova Scotia
• Northwest Territories
• Ontario
• Prince Edward Island
• Quebec
• Saskatchewan
• Yukon

Each review looks at the following key points:

• Is the NCFS and a Model for Implementation used as a reference?
• How does it address the four major components in teaching a L2?

Language:

• as a means of communication
• examples of language functions
• language within a context
• student control of language learning

Communicative/experiential learning:

• working by themes/ fields of experience based on student motivation and educational value including 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

Culture:

• larger role for culture teaching - from local to broader understandings
• concentration on present realities
• links to real people and events relevant to student

General Language Education:

• encouraging student to engage in higher order thinking process on their language learning

• Does it refer to the development of an integrated multidimensional curriculum?
• Is it student-centered, encouraging students working in small groups in authentic communicative situations?
• Does it refer to evaluation as an integral part of the learning process encouraging the use of a variety of assessment and evaluation methods?
• Does it refer to the CASLT Assessment Toolkit documents?