French as a Second Language
Correlations NCFS & Provincial Guides: Saskatchewan
Correlation Between the Saskatchewan 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 section Principles and Methodology outlines the rationale for the NCFS and a multidimensional curriculum. It also briefly presents the four components of this approach. The learning objectives are also classified according to these 4 components.
(as a means of communication, examples of language functions, language within a context, student control of language learning)
The section, Possible Linguistic Content, states that the language taught depends upon student needs to facilitate communication. It provides a suggested list for the teacher to focus on.
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 brief outline of the communicative/ experiential syllabus presents the concepts of fields of experience, topics to be developed, experiential goals and the suggested steps to follow in a teaching unit.
The compulsory and optional units presented in the guide are all based on the suggested fields of experience in the NCFS.
The Integrated Curriculum section presents the 3 phases in developing a teaching unit - the introductory phase (pre-activity), the main phase (activity), the post or reflection phase (post-activity).
The section, Approaches to Instruction, clearly presents the rationale for cooperative learning activities as well as a variety of strategies to motivate students.
(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 guide states the suggestion that culture be introduced into each unit wherever possible but that in some cases special cultural units could be developed. A list of suggested units for special celebratory dates is included.
General Language Education -
(encouraging students to engage in higher order thinking process on their language learning through reflection)
The guide presents he two ways to integrate this section into teaching units, through language and content.
At the Grade 4 level, a special compulsory unit is included on the second language classroom highlighting survival skills for students when the spoken language is mostly French.
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, it does refer to evaluation as an integral component of the teaching-learning process. It presents the types of evaluation, the guiding principles of evaluation, and a list of instruments which coincide well with those presented in the CASLT Formative Assessment documents.
Sample pages from the CASLT Formative Assessment Instruments documents are used in the teaching units at the secondary level.
5. Does the guide refer to the NCFS, a Model for Implementation, the CASLT Assessment Toolkit documents?
The NCFS is referenced in the Principles and Methodology section as forming the basis for the organization of presentation of the course content in Core French.
The CASLT Assessment Instruments for FSL are referenced in the Curriculum Guide for the secondary level.