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Getting to Know Your FSL Nine-Year Program of Studies with Michelle De Abreu

This session delves into the Alberta French as a Second Language 9-Year Program of Studies, exploring its purpose, structure, and implementation strategies. Participants will gain insights into the overarching goals, general outcomes, and language instruction methods.

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Getting to Know Your FSL Nine-Year Program of Studies with Michelle De Abreu

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  1. Getting to Know Your FSL Nine-Year Program of Studieswith Michelle De Abreu Developed by ERLC/ARPDC as a result of a grant from Alberta Education to support implementation

  2. Alberta French as a Second Language 9-Year Program of Studies Presenter: Michelle De Abreu Edmonton Public Schools

  3. Qui êtes-vous? Please share: Your name Your location The grades you teach

  4. Session Goals • Participants will have a better understanding of: • the purpose and intent of the FSL 9-y POS • the structure of the FSL 9-y POS • the role of the FSL Program Articulation document

  5. Definition • In Alberta, FSL is: • French as a second language • a course in which French is taught as a subject

  6. Clientele • FSL is for: • students with little to no knowledge of French

  7. Entry Points • Students can begin FSL in: • Grade 4 • Alternatives: • Grade 10 3-year POS • K or 1 with a locally developed curriculum

  8. Time of instruction • Time allotted for the FSL 9-y POS should be: • 95 hours per year for Grades 4-9 • 150 minutes per week (30 – 50 minutes per day) • 125 hours per year for French 10-30

  9. Language of instruction • French should be taught: • en français

  10. Question What is the purpose and intent of the French as a second language 9-year program of studies?

  11. Overarching goal of the FSL POS • “The overarching goal of this program of studies, then, is to develop students who are sufficiently competent in French so that they canfunctionin the language and culture outside of the confines of the classroom.” (Page 8, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  12. Pause Any comments or questions?

  13. General Outcomes • The General Outcomes, along with the Overarching Goal, are thelens through which we interpret the specific outcomes.

  14. General Outcomes • Communication Students will use their knowledge of French to understand and/or to express a message effectively in various situations for a variety of purposes. (Page 11, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12) OAG: function in the language and culture (Page 11, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  15. General Outcomes • Language Students will use, with accuracy, knowledge of linguistic elements of the French language to fulfill their communicative intents. (Page 11, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12) OAG: function in the language and culture

  16. General Outcomes • Culture Students will use their knowledge of different Francophone cultures and their own culture to be able to interact appropriately within these cultures. (Page 11, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12) OAG: function in the language and culture

  17. General Outcomes •  Language Learning Strategies Students will use their knowledge of strategiesto enhance learning and to communicate in French. (Page 11, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12) OAG: function in the language and culture

  18. General Outcomes • CommunicationStudents will use their knowledge of French to understand and/or to express a message effectively in various situations for a variety of purposes. • LanguageStudents will use, with accuracy, knowledge of linguistic elements of the French language to fulfill their communicative intents. • Culture Students will use their knowledge of different Francophone cultures and their own culture to be able to interact appropriately within these cultures. • Language Learning StrategiesStudents will use their knowledge of strategiesto enhance learning andto communicate inFrench.

  19. Structure of the POS: Front Matter

  20. Structure of the POS: Front Matter • Introduction • Rationale • Philosophy • Definition of Outcomes • General Outcomes (Pages 1-11, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  21. Front Matter: Introduction • Defines FSL • Recommends time of instruction • Recounts history of L2 instruction • Reveals the curriculum as performance-based • Distinguishes differences with 1992 POS • Identifies what the POS aims to promote in students (Pages 1-2, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  22. Front Matter: Rationale • Describes benefits of FSL to: • Students • Society (Pages 3, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  23. Front Matter: Philosophy • Describes components of POS • Experience-communication • Language • Culture • Language Learning Strategies (Pages 4-8, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  24. Front Matter: Philosophy • Important points • All components and all skills are of equal importance • Students learn to communicate through the processes of comprehension, production and negotiation • Comprehension precedes and exceeds production (Pages 4-8, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12) (Pages 4-8, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  25. Front Matter: Philosophy • Speaks to implementation of technology • Real-life use • Enhance student communication • Enhance technological knowledge and skills (Pages 4-8, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12) (Pages 4-8, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  26. Front Matter: Philosophy • Explains language competency • Active involvement of students • Individual progress • Cycling of language: introduction, expansion and refinement • Authentic communicative situations • Over-arching goal statement (Pages 4-8, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12) (Pages 4-8, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  27. Front Matter: Philosophy • Outlines assessment practices • Require variety • Require regular feedback • Grade level outcomes provide sole basis for assessment (Pages 4-8, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12) (Pages 4-8, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  28. Front Matter: Definition of Outcomes • Defines general and specific outcomes • Describes cyclical organization of outcomes • Describes role of fields of experience (Pages 9, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  29. Pause Any comments or questions?

  30. Structure of the POS: Grade Specific Outcomes • Components • Experience • Communication • Language • Culture • Language Learning Strategies

  31. Component: Fields of Experience Provide the framework for language acquisition Physical, e.g. food, sports, exercise, health, safety Social e.g., family, school friends, holidays, celebrations, social life, work Civic, e.g., consumerism, conservation Intellectual, e.g., arts, sciences, media Leisure, e.g., vacations, clubs, associations, outdoor life and travel

  32. Component: Fields of Experience Provide the framework for language acquisition Goal is NOT to learn about a topic in French, but to learn enough about it to function in that context

  33. Component: Fields of Experience Provide the framework for language acquisition Goal is NOT to learn about a topic in French, but to learn enough about it to function in that context Fields are mandated, but time of instruction is not

  34. Component: Fields of Experience Provide the framework for language acquisition Goal is NOT to learn about a topic in French, but to learn enough about it to function in that context Fields are mandated, but time of instruction is not Includes ‘and other areas of interest’

  35. Component: Communication Four skills: Reading comprehension Written production Listening comprehension Oral production

  36. Component: Communication Generally, movement from elementary to high school is: Concrete More abstract Simple More complex Highly structured Less structure No spontaneity Some spontaneity

  37. Component: Language Language in Grades 4-9 is divided into: Knowledge of vocabulary Knowledge of language concepts Application of vocabulary and language Language in Grades 10-12 is divided into: Application of vocabulary and language Language is to be used: ‘mainly orally and sometimes in writing’in elementary to communicate a message

  38. Component: Culture Culture is divided into: Knowledge Application

  39. Component: Language Learning Strategies Strategies are divided into: comprehension production memory Strategies are to be explicity taught and reflected upon Strategies are not to be graded

  40. Pause Any comments or questions?

  41. Structure of the POS: Glossary • Provides definitions for many of the terms found in the Program of studies (Pages 71-75, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  42. Structure of the POS: Appendix • Suggested breakdown of the Grade 4-6 and Grade 7-9 Field of Experience Holidays and Celebrations (Pages 79, 2004 French as a second language, Nine-Year program of studies (Grade 4 to 12)

  43. Car Analogy Adapted from Spanish Language and Culture Guide to Implementation Alberta Education, Alberta, Canada

  44. Car Analogy • Passenger: Language • knows the rules of the road and interprets road signs for the driver • Tour Guide: Culture • adds colour, life, and provides information about where all are going • Driver: Communication • the only one who can move the car forward • Trouble-shooter: Language Learning Strategies • provides important problem-solving skills Adapted from Spanish Language and Culture Guide to Implementation Alberta Education, Alberta, Canada

  45. Pause Reactions to the Car Analogy video?

  46. Challenge of the FSL POS Gap: appears to existbetween the purpose and intent (OAG and GOs) and grade specific outcomes Bridge: Program Articulation document

  47. Session Goals Revisited • Participants will have a better understanding of: • the purpose and intent of the FSL 9-y POS • the structure of the FSL 9-y POS • the role of the Program Articulation document

  48. Alberta French as a Second Language 9-Year Program of Studies Presenter: Michelle De Abreu Edmonton Public Schools

  49. Information Michelle De Abreu michelle.de.abreu@epsb.ca Alberta French as a second language 9-year program of study: http://education.alberta.ca/media/677897/nine_year.pdf FSL Program Articulations: Grades 4-6: http://education.alberta.ca/francais/teachers/progres/compl/fsl/support/niney/progart4_6.aspx Grades 7-9: http://education.alberta.ca/francais/teachers/progres/compl/fsl/support/niney/progart7_9.aspx French 10-30: http://education.alberta.ca/francais/teachers/progres/compl/fsl/support/niney/progart10_12.aspx

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