The Role of the Teacher

The role of the teacher undergoes fundamental changes with the delivery of a multidimensional 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 multidimensional 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 needs to 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 re-entry and review of linguistic content throughout the different units enable 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 the objectives 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 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. 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 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 lends 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 the second 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 have learned and what they still need to learn.

Teaching units provide the framework for the delivery of the Core French program. The units are based on fields of experience taken from the interests of the students. Each of the units includes an introductory or pre-activity phase, a main or activity phase and a post or reflection phase.

In the introductory phase, (pre-activity), the teacher activates any knowledge that the student may have about the topic to be covered. The students share their knowledge and explore their attitudes in this area. Some French vocabulary may be reviewed or explained at this point, however it is not the purpose of the introductory phase to formally teach a pre-determined list of vocabulary. This phase stimulates interest in the topic and provides the impetus for further discussion and activity.

In the main phase, (activity) the students perform a number of tasks and activities in order to develop language skills, knowledge and attitudes in the field of experience. At this point, the students spend time developing their language skills in a meaningful context. The activities move toward the experiential goal and at the end of the unit, the students will produce a final project.

The post or reflection phase, (post-activity) allows the teacher and students to step back and reflect on what they have learned and the strategies used. It includes discussion on French vocabulary and structures as well as new knowledge they have gained about the topic. It is also a time to reflect on how the experience may have affected their attitudes and behaviours and how they may transfer what they have learned to new situations.

The organization of the teaching unit allows the students to become interested in a topic, become familiar with the experiential goal at an early stage and do activities that will give them success with the final product. The final product and the reflection on the unit give the students a sense of completion and accomplishment. As the students begin the next unit, linguistic structures will re-emerge and this spiral approach will ensure that the students continue to practice and apply what they have learned during the unit.

A teaching unit is thus organized as follows:

This identifies the aspect of the students' experience which will provide the content.

Topic to be developed/Sujet à développer: This narrows the focus to content around which the student already has some experience, knowledge and behaviour.

This goal or task creates a need to know certain vocabulary and grammar in order to be able to do the task in French. The goal should always involve creating a product, something concrete, whether written or oral.

These steps are organized in logical order. Each unit has a beginning (brainstorming, motivation, introducing the goal or task); a middle phase (where students are involved in meaningful activities where they learn the language and general knowledge necessary to complete the task and actually do things in French) and an end (where they complete the task and demonstrate the product.) Some are language activities while others involve general knowledge development.