Rationale That Justifies And Underpins The Teaching Of French
Rationale That Justifies And Underpins The Teaching Of French
Introduction
French has been ranked as the second most influential language in the world. It also the second most frequently used language on the internet. It has had a heavy influence on English, and it is approximated that speakers of English who have never studied French already know some words in French. French is also among the three main modern foreign languages taught in England secondary schools. Therefore, teaching French can provide someone with clear career progression opportunities earning considerable amount of money.
Rationale for teaching French
Being competent in communicating in French has various benefits. It enhances both intellectual and academic potential in areas like first and second language skills and helps in building divergent thinking and memory ability and span of attention. French knowledge expands national together with international career opportunities in fields like global technology, tourism, hospitality, commerce, and diplomatic and non-governmental organizations. It also increases awareness of own culture and also encourages development of positive attitudes towards Francophone and other cultural groups. The society in general benefits when it has citizens with proficiency in many languages.
Communicative experimental approach
The curriculum for French supports the approach of communicative experimental. In this approach, the focus of learning is the purposeful use of language in performing real life tasks via listening, viewing, reading, speaking and writing and at the same time being aware of what is appropriate linguistically and culturally. The approach is guided by an educational philosophy including the below principles.
- The goal of a learning language is the use of the language instead of knowing about the language.
- Learning of a language ought to emulate authentic use of language, to the highest level.
- Learning of language is not additively sequential but recursive and its pacing is different at various acquisition stages.
- Accumulation of knowledge is not the accumulation of perfectly mastered elements of vocabulary and grammar; therefore, errors by learners are expected.
- Language is bound to culture inextricably, and its use necessitates an understanding of the cultural context whereby communication takes place.
- The ability of performing with language is facilitated when students actively engage in meaningful, authentic and purposeful language, learning tasks.
- Learning of a language is complex; instruction considers individual learning styles and rates and also attends to strategies of the teaching process for successful learning.
- Technology and textbook materials play support roles and language learning goals, and they should not determine the curriculum.
- Assessment reflects instructional goals and is based on performance.
Literacy and language learning
The goal of a French language teaching is for students to understand and use language in different contexts and modes. This is also crucial to develop literacy defined by the expert panel on literacy Ontario (2004) as the ability of using language and images in rich and different forms of reading, writing, listening, speaking, viewing, representing and thinking about ideas critically. It should aim at sharing information and interacting with others to make meaning (p.5).
Today, literacy entails being able to understand and process oral, written, electronic and multimedia forms of communication known as texts. Texts are not only limited to print on paper but now also comprise audio, electronic, graphic, and multimedia formats. While an audio text was once hearing the teacher speaking French or listening to an audio recording, currently students also listen to online radio broadcast, announcements, online conversations and ads among others. Similar format multiplicity and media apply to the other receptive skills of viewing and reading. This rich variety speaks equally diverse forms of production together with interaction as students are encouraged into speaking and writing about what they learn.
Research has shown that students become more effectual in communicating in a first or second language after spending time listening to, viewing and reading texts but not in participating in less communicative or inauthentic tasks like worksheets, drills, and decontextualized activities. An approach for supporting for supporting students’ understanding and using French texts parallel the best practices in Language arts. The initial step is the development of oral language for exploring prior experience, making personal links and beginning talks about topics of interest. Then students engage in meaningful tasks that are cognitively difficult yet linguistically possible to engage in French. Teachers should make explicit some of the literacy skills and strategies that they and their students use like examining features of a text, use of visual and other cues and noticing language forms. This would result to a mutual transfer between first and second learning, hence contributing to development of literacy in the two languages (Cummins, 1981).
The French language curriculum is built on five main skills reflected in the Common European Framework Reference. These include writing, spoken production, spoken interaction, reading and viewing and listening. These organizers are used for grouping the different aspects of the French curriculum. The required learning outcomes and recommended can do statements that the target language supports, can do examples are provided at different levels. Processes of reception (listening, reading and viewing) form an essential part of both processes of interaction and production (writing and speaking).
Culture
Since culture and language are intertwined, linguistic and socio-cultural goals are interrelated throughout communicative experimental French program as recommended in the majority of can do examples. French communication implies that learners ought to be presented with opportunities to recognize that the viewing, reading, listening, speaking and writing in French entail more than just conveying or understanding similar message in a similar way by use of different words. Having French proficiency calls for an understanding of gestures together with word or indirect messages together with direct messages of customs, facial expression, tone, voice, cultural context and the way of life.
Aligning proficiency levels with grade structures
The majority of students in BC school systems will start French in elementary school. Those with prior learning experience with French will have the opportunity of deepening the language experience. As students start secondary school, they may be completing their required, French study period. At this level, the majority of students may choose to pursue their French studies. Some may start studying a different language. At the graduation program years, grade 10 to 12, students earn credit after completing certain courses to which course codes are assigned and the earned credit reported, in accordance to ministry procedures.
The proficiency levels concept is consistent with the autonomy of learners and life-long learning. However, school aged learners need guidance and structure. Schools offer that sense of structure by organizing learners into age appropriate ability cohorts and teachers offer the guidance needed as students developed into autonomous learners.
Placement
Some learners, due to their outstanding ability and background, may be ready for more advanced learning. For instance, if grade 8 students have shown an exceptionally high level of French proficiency, the students, parents and teachers should consider alternatives of placement. These alternatives include moving to a higher level of proficiency or to allow students to remain with peers but be taught more advanced French language skills.
Assessment in French
Assessment is a systematic process that entails gathering information regarding learning of students so as to describe what they know, what they can do and what they are working towards. From the information and evidence collected in assessments, teachers describe the student learning and performance of each student. They use the obtained information to provide learners with ongoing feedback and also for further planning of instructional and learning activities, setting of subsequent goals and determining areas for further intervention and instruction. Teachers determine the aspects, purpose, and attributes of learning on which to focus assessment. They also make the decision on when to collect evidence and the appropriate methods and techniques of assessment. Assessment focuses on significant or critical aspects of learning that learners are required to demonstrate. Learners gain after clearly understanding the learning goals and expectations (Anderson, 1995).
Evaluation entails interpreting assessment information so as to come up with further decisions like setting goals, planning instructions and making curricular decisions. Instructors evaluate performance of students from information collected via assessment activities. Instructors utilize their knowledge about learning, insight and experience with other students to come up with judgments regarding performance of students in relation to outcomes of learning. Learners gain when teachers assess learning regularly. Assessment should be perceived as an opportunity for promoting learning rather than a final judgment. It shows the learners about their strength and suggests how they can develop further. This information can be used by learners for redirecting of efforts, making plans and establishing goals of learning.
Since language is acquired in an increasing and recursive process, learners should thrive in a stimulating environment where risk taking is nurtured. Here, errors are perceived as a being natural and informative part of development in the language. After learners understand the role of errors, they will be capable to make a confident decision in regard to taking risks and when editing for accuracy is to be done. Self assessment is powerful and complements autonomous, life-long learning. Instructor-directed assessment for learning helps students in reaching milestone and goals.
References
Anderson, J.R. (1995) Learning and memory: An integrated approach: New York: John Wiley and Sons
Cummins, J. (1981) The role of primary language development in promoting educational success for language minority students
French Draft curriculum September 2011 Retrieved on October 16, 2012 from http://www.bced.gov.bc.ca/irp/drafts/french.pdf
Teacher manual: Beginner, intermediate and advanced levels Retrieved on October 16, 2012 from http://www.ece.gov.nt.ca/Publications/PDF%20Publications%20Files/Early%20Childhood/French%202nd%20Language.pdf
French, Grammar, Glossary & rationale modern languages 5-14 Retrieved on October 16, 2012 from
Ontario (2004) Literacy for learning – Reports of the expert panel on literacy in Grades 4-6 in Ontario
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