LLED 324 - 3
Teaching and Learning French as a Second Language – Elementary & Middle
Years
L'enseignement du français de base pour les généralistes
Instructeur: Wendy Carr
ou Ann Golinsky
Next course: Jan 19 - Mar. 16, 2011 (Wed., 1:00-4:00 or 4:30-7:30 pm)
.. 
Topic outline
Voici quelques
souvenirs du cours d'été
A modern language methodology course in which pre-service and practicing teachers
learn about, observe, and practise communicative language teaching strategies.
Emphasis is placed on implementing a multi-dimensional curriculum as recommended
in BC's Integrated Resource Packages for second languages. C'est un cours très
pratique qui incorpore des matériaux, des stratégies et des théories
d'apprentissage de langue qui sont importants pour les écoles élémentaires
et intermédiares (middle years).
Composantes du cours
• introduction à l'enseignement communicatif et expérientiel et au curriculum multi-dimensionel
• opportunities to observe, practise and evaluate language teaching and
learning
• opportunities to become familiar with the Core French Integrated Resource
Package, Core French Enhancement Package and Common European Framework and Portfolio
Project
• integrated readings and activities from a variety of sources
Évaluation
• personal/professional response based on one of the course topics
• une leçon de démonstration basée sur un sujet dans
le cours
• evaluation tool: criteria and performance standards for one project
• participation et présence
Required Readings
BC Core French Curriculum
document (Integrated Resource Package)
Prescribed Learning Outcomes, Suggested Instructional & Assessment Strategies,
Resource Lists
BC Core French Enhancement
Package
Achievement Indicators, Key Elements and Illustrative Examples
Common European Framework of
Reference and Portfolio Project
Course handout package
Un livret de lectures, feuilles d'activités, paroles de chansons, une
unité et CD (20$)
Livres recommandés (mais non-requis)
• Anderson, B., Carr, W., Lewis, C., Salvatori, M., & Turnbull, M.
(2008). Effective literacy practices in FSL: Making connections. Toronto:
Pearson.
• Brandl, K. (2008). Communicative Language Teaching in Action : Putting
Principles to Work. Upper Saddle River, NJ : Prentice Hall.
• Charlebois, A., Cogswell, F., Golinsky, A., & Sotiriadis, C. (2010).
Strategies for success: A handbook of current research, strategies, tips,
and activities for FSL educators. Toronto: Nelson.
• Cogswell, F., & Kristmanson, P. (2007). French is a life skill:
A summary of research, theories, and practices. Toronto: Nelson.
• Rivers, W. (1994). Interactive Language Teaching. Cambridge:
Cambridge University Press.
Structure
du cours (adaptée des dix principes d'enseignement de langues
de Wilga Rivers)
Principle 1: The student is the language learner.
Principle 2: Language learning and teaching are shaped by student
needs and goals.
Principle 3: Language learning and teaching are based on authentic
communication.
Principle 4: Development of language is nurtured by interactive,
participatory activities using every possible medium and modality to aid learning
Principle 5: Language learning is literacy learning.
Principle 6: Development of language is nurtured by integrating
across domains within and beyond the classroom.
Principle 7: Language learning is penetrating another culture.
Principle 8: Language knowledge and control are basic to language
learning.
Principle 9: Planning for and assessing for learning shape
language learning.
Principle 10: Language learning is a lifelong endeavour.
Assignments & Evaluation Criteria
The assignments have been designed, in part, to provide you and your colleagues with a repertoire of core French lesson plans and project rubrics that will serve you on practicum and in your teaching career. The inquiry project allows you to reflect on and explore your practice as a language learner and teacher. Additionally, you will engage in language learning as you participate, contribute, act as part of a demo class for your colleagues, listen and speak in French, etc.
INQUIRY PROJECT - due on or before ________
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, informed by Wilga
Rivers (1994), 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 or teacher that you know, to discover if and how the guiding
principles have been operative in his/her language learning or teaching. (Be
sure to refer to expanded points for each
principle.) THREE PAGES ONLY.
| Criteria | Level 2 - Basic Meets expectations |
Level 3 - Proficient Fully meets expectations |
Level 4 - Strong Exceeds expectations |
| Provide self-assessment of language proficiencies (Common Framework of Reference) and brief auto-biography (Language Portfolio). | • required documents completed |
• required documents completed with some extra
details in auto-biography |
|
| Briefly reflect on language learning principles that influenced your language learning journey. | • reflections that refer to one or two language learning principles are provided | • reflections that refer to several language learning principles are provided | • insightful reflections that refer to several language learning principles are provided |
| Provide summary of an interview conducted with another language learner about his/her language learning. Discuss the role of the 10 language learning principles. | • basic information provided about the interview
(context, subject, content) • links made to one or two language learning principles |
• clear information provided about the interview
(context, subject, content) • meaningful links made to several language learning principles |
• detailed information provided about the interview
(context, subject, content) •insightful links made to several language learning principles |
DEMONSTRATION TEACHING LESSON (sign up)
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 10-12 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, Grade 7 core French. Instructions or prompts should be given in the target language.
Produce a lesson plan, comprising lesson objectives, target group info., materials, procedure, evaluation and extension ideas. It should be photocopied or e-mailed to class members -- ideally a class set for all on the day of your lesson. Goal: colleagues should be able to replicate your lesson. (Please provide me with a printed copy of your plan the day of your lesson.)
| Criteria | Level 2 - Basic
Meets expectations |
Level 3 - Proficient
Fully meets expectations |
Level 4 - Strong
Exceeds expectations |
| Design lesson to enable learners to achieve a specific language learning outcome. | •learning outcome is evident |
•element / strategy is clearly demonstrated |
•element / strategy is expertly demonstrated |
| Include necessary lesson plan elements: objectives, teaching notes/procedure. (Only part of lesson plan presented in demo lesson.) | •all lesson components included in plan | • all lesson components included with some extra details and/or planning | • all lesson components included, with extra details and expert planning |
| Provide evaluation and extension ideas in the lesson plan. | •attention given to evaluation & extension ideas | • evaluation & extension ideas are well designed and thorough | • evaluation & extension ideas are thoughtful and comprehensive |
| Include material sources & suggested teacher language (egs. in target language) so that colleagues may replicate the lesson. | •material sources incl., some teacher language | •material sources incl., appropriate teacher lang. | •material sources incl., effective teacher language |
| Prepare and deliver lesson segment with attention to pacing, clarity, progression, and student involvement, incl. use of French. | •evidence of practice and preparation • evidence of oral language development |
•evidence of significant preparation & practice • oral language is effectively developed in the
lesson |
•evidence of extensive preparation & practice • oral language is expertly developed in the lesson |
| Use target language appropriately, e.g., for a Grade 7 core French class. (This is about how you use the French you know -- not how much you know.) | •appropriate use of target language during lesson (may include pronunciation glitches | •effective use of target language during lesson (may include some pronunciation glitches | •excellent use of target language throughout lesson |
EVALUATION RUBRIC (in-class project; due _________ ) ... rubric frame .doc ... .pdf
Prepare an evaluation rubric for one project or
product. It should reflect the content and format outlined in the BC
Core French Integrated Resource
Package, that is, key objectives and their link to the provincial learning
outcomes, specific evaluation criteria and performance standards.
Include oral and written component(s) for the project, each of which provides
opportunity to demonstrate progress in relation to specific criteria and
performance standards.
Please note that time will be built into one class for us to work together
on developing and refining these evaluation rubrics.
| Criteria | Level 2 - Basic
Meets expectations |
Level 3 - Proficient
Fully meets expectations |
Level 4 - Strong
Exceeds expectations |
| State key objectives and their link to provincial IRP learning outcomes. | •learning outcomes and key objectives are clear |
•learning outcomes, key objectives are very clear
|
•learning outcomes, key objectives are exceptionally clear |
| State specific criteria and 4 levels of performance for the product/project. | •specific criteria and perfor-mance standards are clear | •specific criteria, performance standards are very clear | •specific criteria, performance standards exceptionally clear |
| Describe specific, measurable products or behaviours for stated grade level | •logical products & behaviours which match learning outcomes, objectives and criteria | •logical products and behaviours which clearly match learning outcomes, objectives and criteria | •products and behaviours are highly effective measures of desired outcomes, objectives, criteria |
| State criteria & expectations for students and/or parents. |
•most language is clear for students and parents | •clear language for students and parents | •exceptionally clear language (no ambiguity) for students or parents |
| Describe expectations for stated grade level. | •appropriate for the stated grade level | •very appropriate criteria and standards for stated grade level | •highly appropriate criteria and standards for stated grade level |
| .Identify grade level and total possible score. | •both elements present | •both elements present and accurate |
ATTENDANCE/PARTICIPATION
Attend and participate in all classes--barring
extraordinary circumstances (discussed in advance with instructor).
| Criteria | Level 2 - Basic
Meets expectations |
Level 3 - Proficient
Fully meets expectations |
| Attend classes. | • present in all but one class |
•present in all classes |
| Participate in class activities. | •participates in most class activities | •participates in all class activities |
| Complete assignments. | •completes all assignments and submits all but one assignment on time (with explanation) | •completes all assignments and submits on time |
Liens aux standards de l'ASR (exemple d'un portfolio) Click on each Standard for examples of evidence you might include in e-portfolio.
Standard 5: Les éducateurs
professionnels implantent des stratégies d’enseignement efficaces.
Professional educators implement effective teaching practices.
Standard 6: Les éducateurs professionnels possèdent une connaissance vaste et une compréhension profonde des matières qu’ils/elles enseignent. Professional educators have a broad knowledge base as well as an in-depth understanding about the subject areas they teach.
Standard 7: Les éducateurs
professionnels s’engagent dans l’apprentissage pendant toutes leur
vie.
Professional educators engage in life-long learning.
| I used what I learned in LLED 324 during my practicum. It was
great! The kids loved it and picked up the language. I actually spoke French
myself! Without this course, I wouldn’t have applied for, much less
succeeded in getting, this job! (Rob Tardif, BEd, UBC, 2006 graduate, now a core French teacher) |
I accepted a .88 continuing contract
teaching French Immersion Kindergarten and PE prep coverage. I didn't even
apply for the job! Because I had your course on my resume and some previous
French experience, the district called me and asked if I would be willing
to teach French Immersion. So
exciting! I wanted to let you know that your class gave me a renewed appreciation of French, and without this course, I would have never had the opportunity to get a continuing contract. Merci! (Sarah deHennepe, BEd, UBC, 2007 graduate, now a French immersion teacher) |