Program Defination
Before we discuss in more detail the structure of the program, it is necessary to clarify and define the existing French language programs in our schools in Saskatchewan.
The study of French in Saskatchewan schools may be divided into two broad categories:
| French for native speakers of French (designated Type A), | |
| French for speakers of other languages (French as a Second Language). |
The basic aim of all French programs is to provide students with some knowledge about the structure and functioning of the language, and to help them acquire some ability to communicate in French as a second language. There are, however, two approaches to the study of French as a second language, Core and Immersion. Although related, these two delivery systems are substantially different in objectives and in approach.
French as a Second Language instruction follows one of three patterns:
| Core French | |
| "The notion of Core French can vary considerably across the country. Generally speaking, Core French means a basic program in French as a second language where French is the subject being studied." (LeBlanc, 1990) Daily instruction is in French where students study the language a minimum of 30-40 minutes per day. |
| Extended Core | |
| This is Core French plus one or two other subjects where French is the language of instruction. " The term Core French is thus used to differentiate this type of program from immersion programs where French is not only a subject but is used as a medium of instruction for other subjects during the whole day or at least for a significant part of the day" (LeBlanc, 1990). |
| Immersion (designated Type B) | |
| Immersion refers to the use of a language other than the child's home language as the medium of instruction and communication in the classroom. All subjects, except English Language Arts, are usually taught in French. Because of the amount of time-on-task, and because of the need to use French as the language of instruction and communication, immersion students can usually become functionally bilingual by the end of Grade 8. |
Articulation
It is expected that a successful Core French Program in Kindergarten to Grade Five:
| places greatest emphasis on the skills of listening speaking and then introduces reading and writing preferably at the Grade Four and Five level, | |
| advocates from the beginning the development of communicative abilities as well as a general, basic knowledge of structure, | |
| provides for gradual increases in linguistic knowledge and skills, | |
| reflects the spiral approach, lending opportunity for material previously learned to be reintroduced and "expanded" at various stages during the cycle. |
We adopt the idea that "language learning is a cumulative activity; what has already been learned becomes the basis for what is introduced" (Nfld. Lab. Dep't of Ed. 1990).
To foster a successful Core French program, it is of great importance that there be continuity from grade to grade and level to level. Cooperation among teachers is very important. Language experiences should be organized so that they provide a steady growth of knowledge and skills. Teachers are reminded that the language experiences chosen for their students should be appropriate to their backgrounds, language level, age and of course, interests.
Time on task is a major concern for students of Core French in Saskatchewan schools. For many students, the opportunity for learning a second language occurs only in the second language classroom. Teachers then, being fully aware that a key factor in learning a second language is the "time on task", must:
| foster a positive attitude and encourage the continuation of French language instruction at all levels, | |
| advise administration as to the number of hours required for a successful program (no less than 30 minutes 4 times a week.) | |
| take advantage of the time during French class and promote a "French only" milieu (using French as much as possible, as a teacher, and encouraging the same for the students, as well as displaying student work, posters, flashcards etc. not only in the classroom but in various areas in the school.) |
Keeping in mind the spiral approach, and the need to build upon language experiences from grade to grade and most important from level to level, teachers should have a general overview of the entire Core French program from Kindergarten to Grade Five. This gives teachers a better understanding of how and where their grade level fits in the overall picture and fosters a more successful and smoother transition from one grade to the next.
Purpose of the Guide
The purpose of this guide is not to replace the various commercial programs currently in use. These commercial programs will be used as resources to help meet curriculum requirements. This guide should help teachers to adjust their teaching to meet the needs of their students at the local level.
Since, in the child's development, there is a continuous evolution in intellectual aptitudes, affective behaviour and interests, it remains the responsibility of the teacher to determine how the suggestions furnished in this guide should be used. It is the teacher's responsibility to define teaching strategies, even if the objectives are already determined. It is in this light that this guide has been prepared.
Although the Fields of Experience and the Topics to be developed are described, teachers will decide on the timing and depth of study, respecting the school's priorities and student needs.
There has been a revival of interest in Core French, partly as a result of the success of immersion. With the hope that students could really learn to communicate within a school setting came the realization that the immersion program could not serve the needs of all students. The large majority of French as a second language students in Canadian schools are, and will continue to be, enrolled in Core French. For them, the Core French program is likely the only road towards a level of functional bilingualism which must be the goal of French second language teaching in this country. Numerous articles and reports, therefore, have recently been making a strong case for the renewal of Core French teaching in Canada.
The National Core French Study
Rationale for the Study
In an effort to raise the level of consciousness in this area of language teaching, the Canadian Association of Second Language Teachers (CASLT) proposed a major research project intended as a first step toward reaching a national consensus on the teaching of Core French. This five year research project became known as the National Core French Study.
We are attempting to follow as far as is feasible in Saskatchewan, the recommendations of the National Core French Study and the Core French Curriculum Model proposed by the Canadian Association of Second Language Teachers. This model is being widely adopted and resource materials are already being revised to meet the new curriculum objectives and criteria.
The National Core French Study was designed to build on teaching practices already used by teachers. Therefore, much of what is already in our Curriculum Guides will be retained. The most significant change will be the manner in which teaching units and activities are organized.
Rationale for a Multidimensional Curriculum
A multidimensional curriculum approach means that the Core French program does not focus on language alone. Instead, elements from four syllabi, Communicative/Experiential, Language, Culture and General Language Education are combined to provide a study of the second language in all aspects, taking into account the context in which language is used for communication.
A multidimensional curriculum approach is used because:
| This approach seems to better respond to the complexity of language. The code system is part of a very complex communicative ensemble and should be studied from many perspectives. | |
| Communicating in real situations should not be delayed until the code system has been mastered. | |
| Second language learning can contribute to the general education of the student by having the student learn new concepts in many domains. | |
| This approach facilitates incorporation of the C.E.L.s to a much greater degree. | |
| It provides flexibility to correspond to the diversity of situations in which Core French is taught in Saskatchewan and helps to accommodate the differences in language ability and learning styles within each classroom. |
The Communicative/ Experiential Syllabus
Introducing the Communicative/ Experiential syllabus as part of the multidimensional curriculum is designed to have the student develop language and communicative skills by doing things rather than by simply examining the language. The students no longer begin by studying the code system in order to understand its functioning. Instead, they find themselves in a situation where they must use the language for a definite purpose, to complete a clearly defined task. It is thus a variation of the immersion principle.
The experiential goal must be clearly defined at the outset. This goal or task creates the need to know certain elements of French, a need which does not usually derive from the community. The experiential goal gives meaning and context to all communicative and language activities. The Communicative/Experiential syllabus must lead to communicative competence and to mastery of communicative strategies.
It is the Communicative/Experiential syllabus which proposes the methodology to be used. All content, activities, and evaluation are determined by the experiential goal. A teaching unit is thus organized as follows:
Field of Experience (Champ d'expérience):
Topic to be Developed (Sujet à développer):
Experiential Goal (But expérientiel):
Suggested Steps (Etapes suggérées):
The major benefit of this approach is that the experiential goal can be attained in a number of ways according to the ability levels, proficiency in French, interests etc. of the students. Because the unit is personalized, the students learn from one another. It is desirable to provide a friendly, supportive social context in the classroom that enables the students to take risks, thus becoming better language learners.
The Language Syllabus
Specific language content can only be determined once the field of experience, the topic to be developed and the experiential goal have been identified. Explicit teaching of language rules and exercises which concentrate on the form will be necessary, but they will be done as a result of the student's need to know the language elements in order to accomplish the communicative task more effectively. While primacy is given to the message, it is clear that correct form is critical to effective communication. The teaching of all language content must be done in context, taking into account the speakers, the topic, and the frame of reference. The Communicative/ Experiential orientation does not imply the disappearance of grammatical study but rather a more natural and integrated introduction according to the student's needs.
The language syllabus takes its contexts from the three other syllabi, but especially from the Communicative/Experiential syllabus. Determining the Communicative/ Experiential units and goals will, to a large degree, determine what "logical" grammar will be taught at a grade level. Logical language content for each experiential unit must be identified. Language content not covered naturally must be integrated into the experiential units in context.
However, we must still organize language content in order to make sure that students make steady progress in mastering the code system. Along with the communicative/ experiential approach, there must be some organizing principle to guide the language teaching component of the curriculum and the teaching units. This Guide suggests communicative competencies and linguistic elements which should be needed and therefore learned for each field of experience. Both communicative and linguistic competence must be developed systematically.