LLED 371: Foundations of Teaching French: Secondary (3 credits: 3 hrs x 13 classes) Course Description This course introduces teacher candidates to an overview of teaching French as an additional language in immersion, intensive, core and Francophone programs. Candidates will be introduced to second/additional language learning theories and multi-dimensional language curricula and approaches as well as some of the sociopolitical forces at work in the field, historically and at present. The integration of French language, literacy and culture is examined in terms of curriculum design and pedagogical approach locally, nationally and globally. The importance of literate environments various frameworks and assessment schema are explored, including a continuum approach to language learning and evaluation. The course is required for all B.Ed. Secondary teacher candidates with a French Major or Concentration. Course Objectives The course is designed to enable teacher candidates to • develop an understanding of principles of communicative-experiential language learning and the historical, theoretical underpinnings of those principles, • learn how to apply theoretical knowledge to the development and implementation of French second (or first) language programs, • become familiar with the various approaches to teaching and learning French as a second or additional language, • understand and apply a continuum-based approach to defining and assessing language proficiencies – as part of the provincial curriculum as well as a wider context, • learn to teach language structures using the grammar of the text and various methods of providing feedback, • understand the issues related to cultural plurality in education • understand the critical role culture plays in the teaching of French as a second language, • become familiar with problematics and current issues in French second language education. Course outline Week 1 Topic Key Notions The student is the language learner. - Self-assessment of language proficiencies, biography of linguistic/cultural background - Autonomy of the learner, prior experiences and understandings Reading • CASLT. (2010). Le portfolio canadien des langues pour enseignants. • Common Framework of Reference and Language Portfolio , Junior Portfolio (UK). • Rivers, W. (2001). Principles of Interactive Language Teaching. Cambridge: Cambridge University Press. Week 2 Topic Key Notions Readings Language learning and teaching are shaped by student needs and goals. - Developing classroom community, language-rich classrooms, routines - Importance of oral language development - BC’s French second language curricula • Miyata, C. (2004). L’art de communiquer oralement. Montreal, QC: Chenelière. • Anderson, B., Carr, W., Lewis, C., Salvatori, M., & Turnbull, M. (2008). Effective literacy practices in FSL: Making connections, 26-34. Toronto : Pearson. • BC Ministry of Education. Draft French Curriculum. • BC Ministry of Education (1997). Français langue seconde- immersion 8 à 12. • BC Ministry of Education (1997). Français langue première- 8 à 12. BC Ministry of Education (in development). Draft Intensive French Curriculum. Week 3 Topic Language learning and teaching: approaches and methods Key Notions Readings - Language teaching approaches: Past and present • Cornaire, C. (2001). Le déclin des méthodologies constituées : Vers un éclectisme ambient, 17-43. Outremont, QC: Les Éditions Logiques. • Rebuffot, J. (1993). Le point sur l’immersion au Canada, Anjou, QC: Centre Éducatif et Culturel, 10-28 & 49-64. • Carr, W. (2007). Teaching Core French in British Columbia : Teachers' Perspectives. Vancouver: BCATML. Week 4 Topic Language learning and teaching are based on communication Key Notions - Communicative-interactive language teaching - Scaffolding language teaching and learning - Facilitating student-student interaction; cooperative strategies Readings • Gibbons, P. (2002). Scaffolding language and learning. In Scaffolding language, scaffolding learning: teaching second language Learners in the mainstream classroom, 1-14. Portsmouth N.H.: Heinemann. • Leblanc, R. (1990). National core French study: Synthesis report. Ottawa: The Canadian Association of Second Language Teachers. Week 5 Topic Language learning and teaching are based on communication (cont’d) Key Notions - Introduction to communicative tasks/activities - Developing general language learning (metacognitive skills) Readings • Germain, C., & Netten, J. Stratégies de l’enseignement de l’oral, de la lecture et de l’écriture. Le guide interprovincial du français intensif. Regina, SK: Saskatchewan Learning. • Tardif, D. (1987). Quelques traits distinctifs de la pédagogie d'immersion. Études de linguistique appliquée, 82, 39-51. Week 6 Topic Development of language is nurtured by interactive, participatory activities using every possible medium and modality to aid learning. Key Notions - Creating the context for language learning - Language learning strategies: songs, gesture, drama, movement Readings • Rivers, W. (1987). Interactive Language Teaching, 3-16. Cambridge: University of Cambridge. • Cogswell, F., & Kristmanson, P. (2007). French is a life skill: A summary of research, theories, and practices, 8-15. Toronto: Thomson-Nelson. Week 7 Topic Development of language is nurtured by interactive, participatory activities using every possible medium and modality to aid learning (cont’d) Key Notions - Language learning strategies: songs, gesture, drama, movement (cont’d) - Listening, viewing and reading for understanding Readings • Gibbons, P. (2002). Reading in a second language. In Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom, 77-101. Portsmouth NH: Heinemann. • Brandl, K. (2008). Communicative language teaching in action: Putting principles to work, 1-39. Upper Saddle River, New Jersey: Pearson Education. Week 8 Topic Language learning is literacy learning. Key Notions - Listening, viewing and reading for understanding (cont’d) - Integrating authentic documents, exploring multiliteracies Readings • Charbonney, F., & Rousseau, L., Répertoire de documents authentiques et suggestions d’exploitation (Vol. 1): Les cahiers de français No 3. Québec: L’université Laval. • Anderson, B., Carr, W., Lewis, C., Salvatori, M., & Turnbull, M. (2008). Effective literacy practices in FSL: Making connections, 62-70 & 72-111. Toronto: Pearson. Week 9 Topic Language knowledge and control are basic to language learning. Key Notions - Developing language awareness; building vocabulary, exploring patterns - Pronunciation; phonetic awareness and correction Readings • Vigner, G. (2004). Quelques questions pour commencer. La grammaire en FLE, 8-16. Paris: Hachette. • Richards, J., & Renandya, W. (Eds.). (2002). Pronunciation. In Methodology in Language Teaching: An Anthology of Current Practice, 175-200. Cambridge: Cambridge University Press. • Shrum, J., & Glisan, E. (2000). Using a story-based approach to teach grammar. Teacher’s Handbook, 146-171. Boston: Heinle & Heinle. Week 10 Topic Language knowledge and control are basic to language learning (cont’d). Key Notions - Role of grammar - Developing French vocabulary; language practice activities/games Readings • Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Education, 20, 37-58. • Telick, D. (1998). Research on error correction and implications for classroom teaching. ACIE Newsletter, 1(3). • Bésnard, C. (1995). Synthèse des 50 erreurs les plus courantes à l’écrit: Pour une approche fonctionnelle de la langue. The Canadian Modern Language Review, 51(2), 348-356. Week 11 Topic Planning for and assessing for learning shape language learning. Key Notions Readings - Planning for teaching a lesson, a unit • Brandl, K. (2008). Communicative Language Teaching in Action, 178-219. Upper Saddle River, NJ: Pearson. • Protocole de l'Ouest et du Nord canadiens de collaboration concernant l'éducation. (2006). Repenser l'évaluation en classe en fonction des buts visés, 2e édition. Week 12 Topic Planning for and assessing for learning shape language learning. Key Notions - Assessment for, as, and of learning - Common Framework of Reference / Language Portfolio Readings • Vandergrift, L. (2006). Proposal for a Common Framework of Reference for Languages-Canada. Ottawa: Canadian Heritage. • Gibbons, P. (2002). Learning language, learning through language, and learning about language: developing an integrated curriculum. In Scaffolding language, scaffolding learning: teaching second language Learners in the mainstream classroom, 118-140. Portsmouth NH: Heinemann. Week 13 Topic Key Notions Readings Language learning is penetrating another culture. Language learning is a lifelong endeavour. - Intercultural understandings; small 'c’ versus big ‘c’ culture - Utilizing authentic documents and experiences - Revisiting FSL Teacher Portfolio • Ramirez, A. (1995). Creating Context for Second Language Acquisition: Theory and Methods, 58-78. White Plains, NY: Pearson. • Biggin, J. & Kostur, S. (2009). Fine Arts in the Language Classroom, 1-25. Surrey, BC: Surrey School District. • CASLT. (2010). Le portfolio canadien des langues pour enseignants. Ottawa: Author. Required readings Course reading package Recommended readings Association canadienne des professeurs d’immersion. (2004). L’immersion en francais au Canada: Guide pratique d’enseignement. Nepean, ON : ACPI. Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language Learners in the mainstream classroom. Portsmouth N.H.: Heinemann. Web resources BC Ministry of Education. Draft French Curriculum. BC Ministry of Education (1997). Français langue seconde- immersion 8 à 12. BC Ministry of Education (1997). Français langue première- 8 à 12. BC Ministry of Education (in development). Draft Intensive French Curriculum. Common Framework of Reference / Language Portfolio. Rivers, W. (1997). Principles of Interactive Language Teaching Grading system Pass/fail “Pass” is equivalent to at least B+ (76% in UBC’s standard marking system). Assignments (with links to the UBC Attainment of Standards Report Reflections on Learning French (or English) as an Additional Language – individual – 10% First reflection due in Week 2 of the course: Write a brief summary about how you learned/studied/worked to improve your French (or English) proficiencies. When and how did you start your learning journey? Share some memories or significant moments. Which methods do you remember in your early learning? in your later learning? Which were most effective? least effective? What are your challenges in learning/improving your French (or English)? Describe your action plan for perfecting your language proficiencies. Second reflection due in Week 12: Reread your first reflection: how do you perceive your language learning journey since the beginning of the course? How would you describe any progress made? Have you adjusted your action plan? What have you noticed about learning strategies that you have observed or experienced in the course? Which did you prefer and why? What links do you see between strategies that were effective for your learning and what you would like to accomplish as a language teacher? Standard 7: Educators engage in career-long learning. Evidence of competence • Participation in, and reflections about, university and school-based professional development. • A commitment to professional development. • Goal setting and plans to pursue ongoing development of understandings. • Reflection about and an ability to improve practice. Inquiry Project – individual – 25% Using the Language Portfolio as a point de départ, reflect on your journey to date as a language learner (for all languages). You will consider the course’s guiding principles and reflect on/share those that have been most instrumental in your learning journey and why. You will then conduct field research, for example, by speaking with or observing a student in your practicum class or interviewing a child that you know, to discover if and how the guiding principles have been operative in his/her language learning or teaching. Standard 6: Educators have a broad knowledge base and understand the subject areas they teach. Evidence of competence • A substantial engagement in the subject areas relevant to the positions they intend to pursue. • An intellectual curiosity and professional understanding of research, theory and practice related to subject based and/or integrated curricular planning. Demonstration Teaching Lesson – pair – 25% Prepare and teach a short lesson highlighting at least one communicative second language teaching element from among those presented in the course, for example, developing literacy using text (print, songs, visuals, audio); facilitating student interaction; utilizing authentic documents; building cultural awareness; conveying meaning through action and mime, etc. The lesson should clearly demonstrate some aspect of language development. Your demo lesson will be 10 minutes long, so there will only be time for you to present one part of the overall lesson plan. Conduct the lesson segment as if the class members are the target student group, for example, a Grade 7 core French class. Instructions or prompts should be given in the target language. Produce a lesson plan, comprising lesson objectives, target group information, resources needed, activities, evaluation, adaptation and extension ideas. Standard 5: Educators implement effective practices in areas of planning, instruction, assessment, evaluation and reporting. Evidence of competence • The teacher candidate engages in teaching as a form of continuous experimentation based upon observation and reflective informed decision making • The following competencies within their practicum and other placements (or on-campus contexts): .....selecting appropriate goals/objectives in accordance with I.R.P.s; .....designing units/lessons that support identified goals and objectives; .....demonstrating an understanding of current pedagogy; .....modeling correct written and oral language. Lesson sequence designed to develop oral and written language (individual or in pairs) 30% How does one teach content and language at the same time? How does one develop oral language around a particular theme and, at the same time, incorporate listening, reading, writing or viewing/representing in each lesson? How is grammar integrated? Plan a sequence of 7 or 8 lessons in which you develop language and content around a theme. For each lesson, establish objectives linked to one or two learning outcomes (from the IRP), include a hook to engage learners, a pre-activity with scaffolding to prepare students, and an activity or activities designed to give learners practise/learning time. Include any resources (with bibliography) needed for each lesson and an explanation of how you are targeting the development of oral and written/representational language. Points to consider: use of time, pacing, variety of individual/group activities, coherence among lessons, and student engagement. Standard 5: Educators implement effective practices in areas of planning, instruction, assessment, evaluation and reporting. Evidence of competence • The teacher candidate engages in teaching as a form of continuous experimentation based upon observation and reflective informed decision making • The following competencies within their practicum and other placements (or on-campus contexts): .....selecting appropriate goals/objectives in accordance with I.R.P.s; .....designing units/lessons that support identified goals and objectives; .....demonstrating an understanding of current pedagogy; .....modeling correct written and oral language. Participation and Attendance (10%) Students are expected to attend and fully participate in all classes. If you must miss a class, notify your instructor immediately. The nature of the Teacher Education Program is participatory. Teacher candidates who miss a significant amount of class time (i.e. more than 15% of course hours) are normally required to repeat the course. Teacher candidates are not able to proceed to practicum until all prior courses are successfully completed.
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