The role of the teacher undergoes fundamental changes with the delivery of a communicative/ experiential second-language program. As the Core French classroom moves from teacher-centred to student-centred and from a language-based to a needs-based approach, the teacher's responsibilities also change.
The primary role of the teacher in a communicative/ experiential language class is to establish conditions and develop activities so that students are able to practise the language in a meaningful context. It is one of the teacher's greatest responsibilities to develop in the students a positive attitude to learning French as a second language.
It is the teacher who acts as facilitator, resource person and language model for the second- language classroom. If developing units, the teacher must predict the possible needs of the students and have communicative language activities readily available to meet these needs. The activities should be designed so that the students experience a high degree of success. Teachers will also experience greater success when activities are planned around the students' interests and take into account subjects that they have some knowledge about.
The teacher is also instrumental in creating a positive and supportive learning environment within the class. Students who feel safe and secure are much more willing to practise a second language. A healthy classroom climate promotes risk-taking and allows the students to experiment. Positive experiences in the classroom lead to an excellent attitude toward language and culture.
The constant review and expansion of linguistic content throughout the different units enables the students to practise and internalize the language. Although this spiral approach is ideal in language learning, the teacher must be aware of the program objectives and ensure that theobjectives are being met. Instruction and evaluation must reflect these objectives.
The teacher will continue to serve as a language model for the students. While remaining the person with whom the students will communicate most often, one of the main functions of the teacher will now be to discover or invent ways to encourage students to communicate meaningfully with each other. Instead of actively directing and controlling all activities the teacher will aim to set up conditions for meaningful practice and then take on the role of a resource person.
The teacher will benefit from using a variety of strategies. As the students most often work in small groups the teacher will observe the activities, noting problem areas for future work. During these activities, the teacher will interrupt to correct students only if the errors are so serious as to block communication. The classroom becomes student-centred rather than teacher-centred; the students do most of the talking and the role of the teacher is to facilitate, advise, assist and offer direction.
The role of the Core French teacher in the classroom has traditionally been to convey knowledge. As the teacher moves toward being a facilitator of language learning, the students acquire skills that will enable them to be independent language learners.
Teachers are encouraged to become more knowledgeable about theories and methods of second language instruction. This can be done through reading and attending workshops, professional development days and conferences whenever the opportunity presents itself. Mini-immersion or immersion courses are instrumental in providing the opportunity for improvement/maintenance of communicative competence. Meeting with colleagues, formally or informally, also provides an opportunity for discussion, sharing and practising the language on another level.
The role of the students is also evolving in the second language classroom. Students are becoming more active in their role as learners and are playing a major part in many aspects of the Core French class.
One significant development is the amount of student input and decision-making that naturally occurs in the development of the unit. In the initial phase of a unit, students are asked for their input and the knowledge that they possess on a particular subject. It is this input phase that begins to motivate the students. Students are encouraged to make a number of decisions. They need to decide what vocabulary and structures are important for their activities and projects. The decisions that are made regarding the projects reflect the interests and strengths of the students. Although there are specific objectives and guidelines that need to be met in the second language classroom, students who are allowed some freedom to move within the parameters are more likely to remain motivated and on task.
The experiential goal at the end of the unit gives the students the opportunity to work toward their potential. The students become aware of this project in the early stages of the unit. They are then able to tailor their vocabulary, their activities and their thinking toward the final task. As the students realize that the work they do within the class leads them toward their final goal, they are much more inclined to stay on task. Students are able to personalize their projects and use their personal abilities and talents. Students with a strong French background may wish to expand on the oral or written aspect of the projects. Students with artistic or creative talents may wish to add an original dimension to the finished product. Students with a lesser degree of language skill will also be able to work toward their own potential. Students learn in different ways and at a different pace and their final projects will reflect these unique differences.
As students become more responsible for their own language learning, their success in thesecond language class increases. The work that students do in the Core French class takes on new meaning as the students work toward a final task. Student self-evaluation becomes more common as the students reflect on what they have learned, how they learned it and what they still need to learn.
"Of all the time spent in communicative activities, adults devote 45% of their energies to listening, 30% to speaking, 16% to reading and 9% to writing." (Wilga Rivers, A Practical Guide to the Teaching of French.)
When learning their first language, children spend a great deal of time listening before they begin to speak. They then spend many hours listening and speaking before they learn to read and write. Reading and writing are abstract skills and require a knowledge of the spoken language. Although much time will be spent at the middle years level developing listening and speaking skills, it is important that the reading and writing components also be integrated into the lessons at the appropriate times.
Oral Comprehension (Listening)
Developing good comprehension skills requires time and effort. If students begin Core French at an early age, they will have some skill with global comprehension. Listening comprehension exercises continue to be integral to the Core French program as the students advance. While listening for the main message may be all that is required in some activities, students begin to have more practice listening for specific information. To assist the students in developing comprehension skills, the students should be exposed to as much French as possible. This means that the language of communication in the classroom should be in French whenever possible.
Listening activities may be presented in three steps or phases:
"Speaking fluency is not `taught' directly, rather, speaking ability `emerges' after the acquirer has built up competence through comprehensible input". (Krashen, S. and Terell, T. 1983). The ability to speak another language is dependent on the ability to understand the language when spoken. Students who are exposed to the second language will begin to model the words and structures that they hear. In addition to improving listening comprehension, this is another reason why students should be exposed as often as possible to the spoken French language. Students also need the opportunity to practise the vocabulary and the structures in order to internalize the language. The experiential goal and the steps suggested to achieve the goal in the teaching units provide the students with a reason to use the language. As students work in pairs and focus on communicative activities, their language use increases. At this age, students are more inclined to speak in pairs or in small groups rather than in front of the entire class, especially in the initial stages of the unit. By the time the project is presented to the small group or the class, the students will have had some practicewith the language and will feel more at ease in their presentations. It is important to note that students will always be able to understand more than they can express. Their passive vocabulary (words that they recognize when they hear or see them) will always be greater than their active vocabulary (words they can use when speaking or writing).
As with listening activities, speaking activities should be chosen on the basis of the students' experiences and needs. New vocabulary and structures should be presented in a meaningful context and then practised by the students in exercises and activities that move from being very controlled (such as repetition) to being free (such as conversation). In learning to speak, more than in any other aspect of language learning, it is important to remember that students learn through doing. If the students speak only in controlled situations, they will never learn to express themselves freely in real life or uncontrolled situations.
It is also important to present and practise the spoken language in context. What is said depends on where it is said, to whom it is said and why it is said, as well as on many other factors. The best way to learn what is appropriate in various situations is always to associate the language with the context in which it should be used. If the students can clearly see what they can do with the language and how it is relevant to their lives, they will be more motivated to learn.
In teaching reading, one should keep in mind the reasons for reading. People read for knowledge in newspapers, books and magazines, for directions on how to perform tasks, and for information as to the time and location of events. Reading signs, timetables, programs, announcements, menus, and advertisements also provide information. People also read for enjoyment, excitement or escape in novels, short stories or poems.
In the Core French program, reading is an important component. Reading reinforces whatthe student has learned orally and expands vocabulary and comprehension of the language. It also gives a "feel" for the language, improves the student's written production of the language and deepens the knowledge of other cultures. Oral reading improves pronunciation, enunciation and intonation. Reading can also be used to stimulate conversation and discussion, and provides variety in language activities. Reading is also an important reinforcement for visual and concrete learners.
Reading is a skill and requires regular, systematic practice. It is also a form of communication and of communicating ideas. It is important that students concentrate on the message and the idea rather than on individual words. If students are taught reading strategies and provided with opportunities to practise them, they will become more capable of understanding many kinds of texts.
Many of the steps in the teaching units include the integration of the reading component with the other skill areas. In communicative/ experiential teaching, reading provides an important source of input during the activity phase, enabling the students to better complete the experiential task.
As with the other skill areas, the writing component should be an integrated part of the program and should reflect the interests and needs of the students. Rather than teach writing exercises and grammar drills in isolation, the written work should reinforce what the students have already heard, spoken and read. The steps suggested in the teaching units include written work to support the spoken word. The writing that the students do should be taught in a meaningful context rather than in isolation.
Correct spelling is also an important aspect in the development of writing skills. Students need to understand how to use reference materials when doing written work. They need to know when to pay attention to spelling in their written assignments and unit projects.
Rationale
Co-operative learning in pairs and small groups is a significant component in the delivery of a second language class based on the communicative/ experiential approach. As students work in pairs or small groups, they build on the strengths of one another. Research shows that "co-operative learning produces high academic achievement, more effective problem solving, increased use of higher-level thinking skills, more positive attitudes toward subject matter and greater motivation to learn." (Judy Clarke, Ron Wideman, Susan Eadie, 1990) The second-language classroom can at times be a frustrating place for many students but when students are allowed to work in small groups, the pressure of trying to understand and trying to communicate is alleviated. By incorporating co-operative learning strategies, teachers can provide a strong Core French program and at the same time be available to attend to the personal, social and academic aspects of the class.
Co-operative Learning and Pair Work in the Second Language Class
The Core French classroom is a natural setting for group and pair work and the subject material lends itself well to this teaching method. Students need maximum opportunity to speak and practise the language. Studying the language with a partner enables the students to use the language in a communicative context. Students who are familiar with the routine of working in pairs will undoubtedly have more chances to practise necessary phrases and linguistic structures.
As the class becomes more student-centred, the role of the teacher also begins to change. The typical teacher-whole class interaction is still necessary when introducing new work or when the teacher wants to ensure that students have comprehended a particular structure. Having the teacher do most of the talking, however, gives the students very little opportunity to practise the language. By placing the students in pairs and giving them the chance to become more involved in the acquisition of a second language, the classroom becomes more student-centredrather than teacher-centred. Although the teacher continues to model the language for the students and point out the grammatical concepts, the majority of teacher time is spent going from pair to pair or group to group, and listening for pronunciation, answering questions and actually being a resource for the students.
For many students and teachers, group and pair work will be a new experience, therefore it may be more effective to begin slowly and in a controlled manner. The first activities should be structured so that the work is controlled and the rate of success is high. Controlled activities and questions with specific answers are a good way to introduce pair work. In this way, students can begin to practise working in pairs without feeling frustrated or feeling the need for constant teacher assistance.
Reasons for Success of Pair Work
Possible Pair Combinations
Preparing a Group Activity
Surveys are an experiential instructional strategy. They refer to the collection of information from a sample to determine the frequency of particular responses. Experiential instruction is student-centred and activity oriented with an emphasis on process, not product. It greatly increases understanding and retention. Students are more motivated because they actively participate and share their experiences.
Journal writing gives students a vehicle to express their personal experiences and opinions on the topics discussed. Discussion questions may help students focus in their writing.
The teacher must decide if the journals will be looked at by the teacher. If they are, students must know that it is only the teacher who will read them and that all matter is confidential. Formal or informal evaluations techniques can be used. A particular language element could be targeted each day or alternatively, the journal could be evaluated as part of a participation mark.
The journal can also be used as a means of developing students' writing skills. The main purpose of the journal is to facilitate students' expression of opinions. Some language correction within the journal can improve students' writing skills at the same time. Students can also record difficulties they are having doing an activity or benefits they've received. Specified time will be suggested at various stages within the unit to allow students to write in their journals. They are also an excellent independent study activity.
This interactive instructional strategy is used to generate ideas and imaginative solutions. The teacher acts as facilitator and records learners' comments. It is most effective when:
If ideas are offered in English or some words are given in English, the teacher can give the appropriate word in French or ask students in the class if they know the word. Ideas should be recorded using only French vocabulary and students can record this for their reference when they do the reading.
Evaluation is not encouraged except for participation check list or anecdotal records.
For more information on instructional methods, consult This is a yes! Concept Attainment, Instructional Strategies No. 1 by Sheryl Mills, SPDU, 1992.
The teaching of Core French in multi-grade situations has often been thought of as a near impossible task. Because of the emphasis of the oral component in the second language classroom, the teacher must find new and innovative ways to remain faithful to the goal of communicative/ experiential teaching while keeping in mind the curriculum guide, the commercial programs at the different grade levels and the differences in linguistic content of each. These factors are significant in the development of a valid program that is valuable and appropriate for the different grade levels. The main reason for the dilemma of Core French in multi-grade situations is that too often, too much emphasis has been placed on the delivery of the commercial programs.
The teaching units in the curriculum guide make the teaching of a multi-grade a somewhat easier task. Rather than divide the students into specific grade levels, the format of the teaching units allows the teacher to teach the students as one instructional group. The teacher may adjust the expectations for each grade level, keeping the students in one instructional group and making adaptations within that group, the students receive the maximum amount of time learning and practising the second language.
One of the goals of the Core French program is to increase communication skills; chances of this happening are greatly increased when the students are kept in one instructional group with the teacher acting as facilitator. Because of the emphasis on the oral component, a large percentage of class time must be spent on communicative activities. The teacher is able to make the necessary adaptations for the difference in grade levels and abilities within a single group more easily than teaching two different commercial programs. In one instructional group, students can be placed in pairs or small groups with the teacher available at all times to assist with vocabulary, structures, and to ensure that French is being spoken. Bykeeping the grades together in one instructional group, the teacher is able to maximize the amount of time spent on developing communication skills and build on the knowledge that the students possess.
In the traditional multi-grade situation, one group works with the teacher while the other group does a written assignment. Too often the written work is based on drill, substitution exercises and word replacement. This totally defeats the purpose of a communicative Core French program. In addition, the students lack the knowledge and the ability to do any amount of written work for sustained periods of time. Any written work that the students do is meant to reinforce what they have learned to say. When the group is taught as one, there is no need for the teacher to make up traditional written exercises to keep the other group busy.
The amount of time allotted to Core French is also an issue. If the students are kept in one group the teacher can use the time to maximum advantage. Instructions are given once and then can be modified as the teacher moves from pair to pair or group to group. The students then receive the maximum amount of communicative practice.
Classroom management problems are also decreased when students are kept in one instructional group. Although the students in different grade levels may be grouped in pairs, the activity is basically the same for all students. For a variety of reasons the teacher may then make modifications of the activity within the pairs. In this way the teacher is able to offer assistance, give encouragement and evaluate the pairs, moving freely from one group to another. When the teacher is in close contact with the students and is able to adapt the activity, the students are more inclined to remain on task and behave appropriately. Management problems occur when students have too little work to do, possess too little knowledge to do the work or find the work boring and meaningless.
The teaching units are organized under specific grades and although the content of each of the units is important, it is more important to focus on the spiral approach to the language. Regardless of the field of experience and the topicto be covered, the students will be spending more time practising the language if they are kept in one instructional group. Making adaptations within the one group will be much easier and more effective than trying to teach different commercial programs or units to the different grade groups.
One option is to teach the group based on a particular field of experience. The teaching units in the curriculum guide are used as the basis for the program and adaptations are made within the unit for the specific grade levels.
Teachers may also decide to combine two commercial programs by looking at recurring themes throughout the programs and teaching the most important components. By combining the two commercial programs, the students receive the best of each program and are able to maximize the time spent on communicative/ experiential activities.
It may also be possible to teach complete units from commercial programs while keeping the objectives and linguistic content of the curriculum guide in mind. Certain commercial programs are based on units that are self-contained and it is difficult to combine these units with units from other programs or units of other levels. Because the grammatical structures re-emerge throughout the units, it is possible to teach only particular units and include grammatical structures from units not covered.