French as a Second Language
Correlations NCFS & Provincial Guides: Prince Edward Island
Correlation Between the Prince Edward Island 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?
PEI uses the Multi-dimensional curriculum as the basis of Core French programs.
The second stage in the learning process is referred to as the Activity Stage and it is during this stage that the 4 syllabi are integrated.
Language - (as a means of communication, examples of language functions, language within a context, student control of language learning)
Language is not taught only through grammar, as students must now "acquire rather than learn the linguistic code."
Students learn French in order to be able to communicate and prepare students for the society around them.
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 themes used in the program are selected from the physical, social and leisure dimensions of life that the students can relate to.
The 3 stages of the Learning process are present.
The children are encouraged to self-evaluate themselves in French, as the final stage in the Learning Process is reflection on learning and self-evaluation. "This helps the students make connections and develop insights into learning, thus becoming better second language learners."
Students work in cooperative small group learning.
Culture - (larger role for culture teaching, from local to broader understandings, concentration on present realities, links to real people and events relevant to the students)
Songs and rhymes are important in second language teaching as it promotes the culture in the classroom.
The citizenship section refers to the understanding of the culture, from regional to international levels.
General Language Education -
(encouraging students to engage in higher order thinking process on their language learning through reflection)
The students must make observations and search for meaning in order to think critically and create strategies in order to solve problems.
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. Evaluation is crucial to the success of any program, and is an integral part of instructional decision making.
In the secondary level, there are annexes that give grids for evaluations.
5. Does the guide refer to the NCFS, a Model for Implementation, the CASLT Assessment Toolkit documents?
The Assessment Instruments for French as a Second Language: Beginner Level was purchased for the elementary level, as well as L'évaluation formative des apprentissages en français langue seconde-niveau avancé, as well as Projet pan-canadien en évaluation en français de base, document de travail CASLT.
The NCFS is the basis of the core French programs.