Posts tagged ‘French as a Second Language’
In the February 2nd edition of the Globe and Mail, Caroline Alphonso wrote an article titled Quality of French-Immersion Teachers Questioned as Demand Soars in Canada.
From Alphonso’s article: “With interest in French immersion increasing – enrolment climbed about 41 per cent between 2004-05 and 2014-15, according to Statistics Canada – the competition among school boards for qualified second-language teachers is fierce, and at times desperate. A teaching position in English attracts hundreds of applicants. In French, a school district is lucky if it receives a handful of applications.
But the mismatch in supply and demand has led to concerns about the qualifications of second-language teachers and also about burnout among new teachers who leave for the English program because of intense parent scrutiny.”
For more information (in no special order), consider
Ontario mInistry of Education. French as a Second Language
THE STATE OF FRENCH SECOND-LANGUAGE EDUCATION PROGRAMS IN CANADA Report of the Standing Committee on Official Languages.
TDSB. French Programs.
Check ’em out!
Welcoming ENGLISH LANGUAGE LEARNERS into FRENCH AS A SECOND LANGUAGE Programs is a 2016 Ministry document.
From page 3:
“It not only describes the benefits of FSL education for English language learners but also addresses the misconception that FSL programs are too difficult for English language learners and reinforces how current FSL teaching strategies can meet the learning needs of these students.”
From page 8, summarizing the research/key findings on this subject:
- English language learners benefit from FSL.
- English language learners perform as well as, or better than, English-speaking students in FSL
- Mindsets may be based on misconceptions, and may negatively affect access to programs
You have to read pages 10- 13 to discover some strategies that would best support ELL students!
Check it out! Rowan
Many months ago Debra Z from the TDSB French department recommended a link, specifically the French resources available on the Ontario Elementary Social Studies Association web page. Check here for a video series that « présente trois enseignants qui partagent comment aborder les études sociales à travers le processus d’enquête dans une classe de français langue seconde (FLS). Ceci peut être un défi pour tous les enseignants de FLS à cause du niveau de langue française que les apprenants ont acquis. Chaque collègue présenté dans cette série explique les stratégies et pratiques utilisées qui mènent leurs élèves à apprendre comment appliquer et communiquer les connaissances et la compréhension des différents sujets étudiés en études sociales à travers le processus d’enquête. »
The Professional Library has the very popular book by TDSB teacher Jennifer Watt IQ : A guide to inquiry-based learning and is also available in French Le processus d’enquête : Transformer la curiosité en véritable apprentissage (adapted by Léo-James Lévesque.) TDSB teachers may reserve the books in the catalogue (remember to login first).
Other selected useful links … I am sure that there are many more – please recommend:
Boss, S. (2014, Mar. 13). Using the inquiry model in a core French class. [Blog]. Retrieved from http://bonneideefsl.blogspot.ca/2014/03/using-inquiry-model-in-core-french-class.html
Building Language Skills through a Cross-Curricular Approach. (20-12, Nov.). Prologue. Retrieved from http://www.edugains.ca/resourcesFSL/PDF/Prologue/Prologue_BuildingLanguageSkills.pdf
EduGains. FSL. http://www.edugains.ca/newsite/fsl/index.html
Fortier, P. (2014, Autumn). The ups and downs of a French Immersion Kindergarten teacher: My journey toward an inquiry-based approach to teaching. Learning Landscape, 8(1): 123-138. Retrieved from http://www.learninglandscapes.ca/images/documents/ll-no15/pfortier.pdf
French immersion in Ontario: Two languages – a shared approach. Capacity Building Series # 19. Ontario Ministry of Education. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_FrenchImmersion.pdf
Inquiry-Based Learning. (2013, May). Capacity Building Series #32. Ontario Ministry of Education. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf
Instructional Strategies. Modern Language Council (MLCLM). Retrieved from http://www.omlta.org/wp-content/uploads/MLC/Instructional_Strategies_FINAL.pdf
Ontario Physical Health Education Association. L’apprentissage fondé sur l’enquête en éducation physique et santé. [web page]. Retrieved from http://carrefourpedagogique.ophea.net/ressources/lapprentissage-fonde-sur-lenquete-en-eps
- Cette ressource est aussi disponible en anglais sous le nom «Inquiry-Based Learning in Health and Physical Education ».
Teaching and learning in the core French classroom. Capacity Building Series #26. Ontario Ministry of Education. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_Core_French.pdf
Transforming FSL. Curriculum Services Canada http://www.curriculum.org/fsl/en/
Check ’em out! Rowan
Over the past couple of days, Globe and Mail Education Reporter, Caroline Alphonso has written a couple of articles French Immersion in Toronto area school boards.
Today’s article titled “Ontario Schools struggle to keep students in French Immersion” looks at the dropout rate as immersion students progress through elementary years (drop out for many reasons – struggling academically, availability of alternate programs). ” School boards, as a result, are faced with new pressures: They initially struggle to find qualified French teachers to meet booming demand, and then shift their focus to find resources to help students stick with the program when they aren’t thriving.” and ” Mary Cruden, president of the non-profit Canadian Parents for French (Ontario), said that over the past two years, school boards have started to realize that students in French immersion need supports similar to those in the English program.”
Monday’s article titled “Ontario school board mulls delaying entry into French Immersion” looks at the growth of French Immersion and the Halton Board’s efforts to manage the demand ” In Ontario, students are offered entry into French immersion in either kindergarten or Grade 1. But after months of consultations, the Halton District School Board will put forward a recommendation to trustees on Wednesday to delay entry until Grade 2, from Grade 1, and have students spend the entire day speaking French, as opposed to just half the day.
“With this option, we believe parents will have more information and think more carefully prior to making the decision as it is a bigger decision entering into a 100-per-cent model. This should result in students who are more suited to the program,” said David Boag, Halton’s associate director. “Uptake will likely be reduced, and we would also expect to see lower attrition each year.”
Halton’s proposed change is controversial. Evidence suggests that the earlier children learn a second language, the better.”
Here are some additional useful links:
- TDSB French Immersion page
- Ministry of Education FSL page
- EduGains FSL
- Curriculum Services Canada Transforming FSL
Check it out! Rowan
Just because this has been released in the FSL subject area, doesn’t mean that the rest of us should ignore it. This document includes strategies for all teachers. The author is Elizabeth Hoerath, Halton DSB, March 2015.
From page 4, Introduction:
“This resource presents a differentiated approach to teach listening in FSL, by identifying six key factors that influence the difficulty level of oral texts. We will call these factors “dials of difficulty”, because each of the factors can be turned up or turned down, in order to meet students’ learning needs. These factors are demonstrated through a series of teaching/learning samples. Each teaching/ learning sample describes a listening activity, the context in which the activity might be used, and strategies that can be used specifically to differentiate for varying degrees of competency in listening. By deconstructing what exactly makes listening tasks difficult, FSL teachers can strategically design lessons to meet the needs of all students. FSL teachers can make this strategy even more powerful by helping students to understand and reflect on the dials of difficulty. In that way, students can learn to identify personal areas of strength as listeners, take increasing control of their language learning, and apply these strategies to a variety of situations.”
Knowing and Responding to Learners in FSL
Listening to Learn Module
The Listening to Learn module presents a differentiated approach to teach listening in FSL, by identifying six key factors that influence the difficulty level of oral texts. These factors are demonstrated through a series of teaching/learning samples, each of which describes a listening activity, the context in which the activity might be used, and strategies that can be used specifically to differentiate for varying degrees of competency in listening.
And for those of you whose subject specialty in French, Listening to Learn has its roots in Curriculum Services Canada > Transforming FSL> All resources. You may find many other useful resources or lessons plans here.
Check it out,
The Ministry has released a new resource supporting the French language curriculum, titled Including students with special education needs in French as a second language programs: A guide for Ontario Schools.
It is hard enough to find resources on teaching French, let alone French students with special needs.
I took a quick look and the Ebsco journal databases included 3 fairly recent articles:
- Joy, R., & Murphy, E. (2012). The inclusion of children with special educational needs in an intensive French as a second language program: From theory to practice. Canadian Journal of Education, 35(1), 102-119.
- Arnett, K. (2010). Scaffolding instruction in a grade 8 core French classroom: An exploratory case study. Canadian Modern Language Review, 66(4), 557-582. Request email copy from Professional Library.
- Mady, C., & Arnett, K. (2009). Inclusion in French Immersion in Canada: One parent’s perspective. Exceptionality Education International, 19(2), p37-49.
The Ministry has released a 2015 document titled: Including students with special needs in French as a Second Language Programs: A guide for Ontario Schools: A companion resource to A Framework for FSL, K-12.
For information and curriculum resources on the Ontario FSL program, start here on the Ministry’s FSL page.
The following is selected content is from that page:
What is the Framework for FSL?
A Framework for French as a Second Language in Ontario Schools, Kindergarten to Grade 12 was released in February 2013, as an overarching strategic ten-year document that serves as a call to action and a guide to strengthen FSL programming through the cohesive efforts of educators, students, parents and communities.
Read the framework for FSL in Ontario schools: A Framework for French as a Second Language in Ontario Schools, Kindergarten to Grade 12 (PDF, 742 KB)
Including Students with Special Education Needs in French as a Second Language Programs: A Guide for Ontario Schools
This document serves as a companion to the Framework for FSL by providing additional research, data and examples of inclusive practice. It focuses on ways to make all FSL programs more available to students with special education needs and on the supports these students need to succeed.
Read the policies for FSL programs:
And here is the link to the EduGains FSL site: http://www.edugains.ca/newsite/fsl/index.html
Check it out! Rowan