OMLTA/AOPLV Celebrating Our 125Thanniversay 8 GUAGES Concours 9  INTERNATIONAL LANGUAGE CEFR for Languages 11 CONTESTS 2010

FALL ISSUE VOLUME 1, ISSUE 2

AUTUMN-AUTOMNE 2010 COMMUNICATION

Happy New Year! Meilleurs vœux! I wish you all a happy, healthy and peaceful New Year.

Just before publishing the fall edition of Commu- nication our President, Susan Forester accepted a position as Education Officer with the Field Ser- vices Branch of the Ministry of Education. Unfortu- nately, this means that she can no longer hold the position of President. Therefore, according to the OMLTA constitution, the First Vice President will assume this role until the Annual General Meeting in March 2011.

For the past months prior to accepting her position at the Ministry, Susan dedicated her time to the OMLTA organization. Along with our members and partners, we express our deep gratitude to her and wish her well in her future career path. Please see below the message that she wrote for our teachers in September.

Since I am assuming the role of President, I would like to take this opportunity to introduce myself to the members. My name is Faten Hanna and I have been involved with the organization for six years. During my time here, I have worked in a variety of capacities, such as Editor of Communication for three years, also I was the Chair of last year's Spring Conference, so I hope continued on page 2

RANDONNEE INOUBLIABLE!

This year‘s Projet à Québec was another huge success. Arriving in Quebec City on July 19, 2010, 39 participants spent the next 12 days living, eating, learning and enjoying life in French. Mornings were spent in class with instructors Mel Shea and Julie Theberge, learning about the rich French culture of the Québécois. Songs, poems, vocabulary and idiomatic expressions were shared by these two animated instructors. As well, they shared new teaching strategies, ideas, and pedagogy with these teachers, who gave up two weeks of their summer vacation to renew their passion for the French language. continued on page 3

Inside this issue: SPECIAL POINT OF INTEREST Projet a Quebec 3

Message from the Past President 6  COMMON EUROPEAN FRAME- WORK of REFEERENCE for LAN- OMLTA/AOPLV Celebrating our 125thanniversay 8 GUAGES Concours 9  INTERNATIONAL LANGUAGE CEFR for Languages 11 CONTESTS 2010

International Language Contests 16

continued from page one that I have met many of you or at least you will remember seeing me. I look forward to continuing the wonderful work started by Susan and to serving the organization in the coming months.

C‘est dans cet esprit d‘avancement et de développement, j'en profite pour vous souhaiter Paix, Santé et Bonheur. Que l‘année 2011 soit généreuse pour chacun d‘entre vous et tous ceux qui vous sont chers.

Have a healthy and peaceful new year Faten Hanna Interim President OMLTA-AOPLV

MESSAGE FROM THE EDITORS Some unexpected changes at the administrative level of OMLTA resulted in a delayed release of this issue. We hope that you will enjoy it and look forward to releasing the winter issue shortly. We wish all members of the OMLTA executive the best of luck in their new positions and look forward to working with them to promote the teaching of second languages in On- tario. We would also like to express congratulations to Susan Forrester in her new position at the Ministry of Education.

Kim Lundquist, Editor Pina Viscomi, Editor, International Languages Heather Henke, Photographer

PROJET A QUEBEC

Continued from page one

Les après-midis étaient remplis de own, finding wonderful works of They did not realize that this com- tours des sites historiques et cultu- art, entertaining street buskers, mitment of two weeks would forev- relles de la ville de Québec. De l‘hô- lovely shops and to the delight of er change their lives. tel de ville au musée des beaux-arts, most, fabulous food! They have found new de la Citadelle au musée de l‘Amé- There is so much to see rique française, à Tadoussac qui se and do during these THE FIRST100... friendships, new trouve où la rivière Saguenay ren- free periods that it was sources for ideas and contre le fleuve St Laurent, la plupart impossible to cram AND COUNTING! most importantly, des tours étaient guidés par un guide everything in during they no longer feel fantastique, qui partageait joyeuse- these two weeks. alone as sometimes, ment sa ville avec nous. When not The bonding and feelings of accom- the only French teacher in their actively participating in organized school. They now have a activities, participants had the oppor- plishment were completely unex- tunity to explore the city on their pected by some of the participants. support system they can turn to with their students more French as a second when the going gets tough and they their love of the French language teachers an op- feel isolated. Without fail, all 39 language and culture. portunity to form this participants were invigorated and Hopefully, Projet a same support system as renewed by these two incredible Quebec will continue our first 100 participants weeks. They are happily awaiting to be offered each year, have found. the beginning of school so that they allowing more and can share their by Janet Smith

Page 3 OMLTA/AOPLV

UNE RANDONNÉE INOUBLIABLE

Hear it first hand….letters from our participants.

Je me sens vraiment privilégiée d‘avoir participé au programme de Projet à Québec l‘été dernier. Je n‘oublierai jamais cette expérience! Puisque le français n‘est pas ma langue maternelle, je cherche toujours des occasions à apprendre et à améliorer mon français. Le Projet à Québec m‘a donné l‘opportuni- té de pratiquer la langue française et de la vivre. Maintenant, je me sens beaucoup plus à l‘aise en par- lant le français et j‘aurai plus de confiance comme enseignante de la culture québécoise. On a étudié des chansons, visité des musées, appris des expressions et coutumes québécoises, et discuté de straté- gies pour incorporer tous ces éléments dans la salle de classe. Ce qu‘on a appris n‘est pas facile à apprendre en Ontario en lisant des livres ou des articles. Il faut vraiment vivre dans un milieu français pour apprécier et apprendre tous les aspects de la culture. Ce projet nous a donné cette possibilité. Puisque plusieurs enseignants de français langue seconde sont des anglophones, comme moi, il y a un besoin de programmes comme ceci pour donner plus de confiance en classe. Je voudrais vous remercier de votre soutien dans ce programme et j‘espère que ce programme va toujours continuer à offrir une occasion de vivre la langue française. C‘est vraiment un programme inoubliable et extrêmement utile pour les enseignants de FLS. Kerri Braido Algoma District School Board Sault Ste Marie letters continued on next page

VOLUME 1, ISSUE 2 Page 4

Letters from the participants cont’d from page 4

Projèt à Québec 2010 était une expérience inoubliable! En arrivant à l’aéroport de Toronto, j’ai ren- contré immédiatement des profs de français qui faisait partie de la groupe de 40 personnes qui ont été choisi pour le programme. Le premier jour était ouvert pour s’installer à la résidence de l’université de Laval et pour rencontrer le groupe entier avec les organisateurs. On a commencé un peu timidement, mais après les premiers trois jours les représentants acceuillants de Perspectives et d’OMLTA nous ont fait sentir à l’aise l’un avec l’autre. Les jours après, on a collaboré ensemble chaque matin pour améliorer notre français et pour partager des idées d’apprentissage. Cependant chaque après- midi on a voyagé au centre ville pour aller aux musées, la citadelle et pour parler avec les gens locaux. C’était tellement rafraîchissant de parler tout le temps en français du matin au nuit car à l’école je suis encerclée d’anglais. On est aussi allé à Tadoussac pour voir les baleines, et je pense que c’était là où no tre groupe a vraiment commencé à devenir une vraie famille. J’ai l’intention de garder connaissance avec les amis que j’ai rencontré à la belle province. Je recommande fortement ce programme à tous ceux qui veulent une bouffée d’air frais!

Danielle Black

Page 5 OMLTA

Message from Susan Forrester, Past President, OMLTA Bonne rentrée à tous les professeurs de langues vivantes! As an educator, you may agree with me that the Monday of Labour Day weekend is a more appropriate date than December 31st to be wishing our colleagues "Happy New Year" or "Bonne année!". Many of us have traditional celebrations to mark the end of summer and the beginning of a new school year. I have often found that, after spending count- less hours during those last precious days of summer preparing lessons, and assessments, and then putting the final touches on the classroom to create a welcoming and inspiring environment for my new students, by Labour Day Monday I am too exhausted to kick up my heels. The Teachers' New Year's Eve celebrations do often entail an evening with colleagues - gathered around the photocopier...because it has jammed from overuse. This may eventually be followed by some relaxing or social time, but only after laying out clothes, shoes, backpacks, and supplies for our own children. Of course, the traditional countdown to midnight is out of the question because we would be too tired to work the next day, and the true countdown is ten seconds before the first bell on Tuesday morning. When we finally turn down the sheets on Teachers' New Years Eve, heads spinning with unanswerable questions about the young- sters we will greet the next day and spend most of our waking hours with during the next ten months, and crawl into bed hoping sleep will come soon, we close our eyes, counting not sheep, but sharpened pencils, and hoping for once not to have the recurring Labour Day nightmare that we are teaching half naked or in the wrong classroom. This year marks a very special point in the history of the OMLTA as we celebrate our 125th anniversary at the 2011 spring conference: The Road We‘ve Travelled…The Road Ahead / On a fait du chemin…la Route continue at the Doubletree Hilton – Toronto Airport from March 24-26, 2010. You will want to register early for this to have the best choice in workshops, so stay tuned to our website for updates. As we think about the 125 year history of this organization, let's take a moment to reflect on the history of FSL in Ontario and Canada. On the website of the Office of the Commissioner of Official Languages you will find a timeline marking highlights in the 41 year history of Official Languages Act. In his statement on the introduction of the Official Languages Bill in 1968, Prime Minister Pierre Elliot Tru- deau said: "All Canadians should capitalize on the advantages of living in a country which has learned to speak in two great world languages. Such a country will be able to make full use of the skills and energy of all its citizens. Such a country will be more interesting, more stimulating and, in many ways, richer than it has ever been. Such a country will be much better equipped to play a useful role in the world of today and tomorrow." Source: Trudeau, Pierre Elliott. Statement by the Prime Minister in the House of Commons on the reso- lution preliminary to introduction of the Official Languages Bill. Ottawa: Office of the Prime Minister, 1968. 6 pp., retrieved on August 14, 2010 from http://www.collectionscanada.gc.ca/primeministers/h4-4066-e.html. Trudeau went on to say that "There is no easy way to competence in a second language...", and this has been the focus of language educators and researchers across the Canada in recent years through the exploration of the Common European Framework of Reference. I urge you to become informed about this. You will find articles in Communication as well as on our website in the section "2009 Fall Conference Workshop Handouts". The quest to create a truly bilingual nation continues, as earlier this year the federal government renewed its commitment to supporting linguistic duality. Prime Minister Stephen Harper writes in support of the Roadmap for Canada's Linguistic Duality 2008–2013: Acting for the Future/ La Feuille de route pour la dualité linguistique 2008-2013 : agir pour l'avenir: "Our federation was born of a desire by English- and French-speaking Canadians to share a common future, and it was built on respect for the language and culture of all Canadians. Linguistic duality

is a cornerstone of our national identity, and it is a source of immeasurable economic, social, and po- litical benefits for all Canadians." Source: http://www.pch.gc.ca/pgm/slo-ols/pubs/08-13-LDL/101- eng.cfm "Notre fédération est née de la volonté des Canadiens d'expression française et des Canadiens d'expression anglaise de partager un avenir commun. Elle a été édifiée dans le respect de la langue et des cultures de toutes les Canadiennes et tous les Canadiens. Pierre angulaire de notre identité nationale, la dualité linguistique est une source inestimable d'avantages économiques, sociaux et politiques pour tous les Canadiens." Source: http://www.pch.gc.ca/pgm/slo-ols/pubs/08-13-LDL/101-fra.cfm While this $1.1 billion commitment encompasses areas beyond the teaching of elementary and secondary FSL, it provides much needed support in these programs. The main objectives in this domain are:

Student participation: Recruitment and retention of students in second-language education programs up to secondary school graduation; Provision of programs: Maintenance, development, enrichment and/or evaluation of programs and innovative teaching approaches for second-language learning; Student Performance: Acquisition of measurable second-language skills by students; and, Enriched school environment: Enrichment of second-language learning through curricular and ex-

tra-curricular initiatives.

You can read the details in the "Roadmap for Canada's Linguistic Duality 2008-2013" on the Heritage Canada website http://www.patrimoinecanadien.gc.ca/pgm/lo-ol/pgm/mev-als-eng.cfm. I encourage you to share the objectives of this federal plan in your local community so that everyone is aware of the goals and works together to help achieve them.

Le Congrès du printemps 2010 a été un grand succès grâce au travail de Heidi Locher, Faten Hanna et son équipe, Dann Crandall, Mark Strobl, Sandra Dennis, Karla Torrente-Lepage et Wanda West- Gerber. Jayne Evans et son équipe préparent notre Colloque d‘automne 2010: « Les langues: Une merveille mondiale » à Niagara Falls. Quel endroit merveilleux pour un congrès ! You won’t want to miss this opportunity to have a ―working holiday‖ in such a beautiful location. Visitez notre site web pour les details. Parmis les dizaines d‘ateliers intéressants, nous accueillerons les chercheurs de WestCan pour nous informer à propos du Cadre européen commun de référence pour les langues. Pendant le mois de juillet, 39 enseignants de partout en Ontario ont participé dans notre « Projet à Québec ». On tient à remercier Janet Smith, la coordinatrice, et Kim Lundquist qui ont organisé et me- né le projet cette année, ainsi que l'équipe de Perspectives, qui a planifié les voyages, et le ministère de l'éducation pour les fonds. Cherchez un article dans ce numéro de Communication pour plus de détails. On espère pouvoir continuer avec "Projet" l'année prochaine. Contactez-nous si ceci vous intéresse.

It gives me great pleasure to introduce our editor of Communication, Kim Lundquist. Kim is an FSL teacher in Simcoe County and has been a board member of the OMLTA for two years. During this time she has worked on the advocacy and professional development committees. She was Chair of the fabulous 2009 Fall Conference at Blue Mountain, and spent July assisting with ―Projet à Québec‖. Up- on her return to Ontario, she was busy with the summary report of the "Projet" and creating the Fall edition of Communication. Kim is a true professional, dedicated and passionate about the teaching of modern languages, and we all benefit from the hours of labour she puts into Communication and other OMLTA initiatives. As you begin this new year, on behalf of the OMTLA, I would like to wish you all the best for a successful 2010 - 2011! Meilleurs voeux pour une bonne année scolaire!

125th ANNIVERSARY

The Road We've Travelled... The Road Ahead

On a fait du chemin... la route continue.

SPRING 2011 OMLTA/AOPLV CONFERENCE DOUBLETREE BY HILTON – TORONTO AIRPORT HOTEL

Concours d’Art Oratoire by Jenn Rochon

On Saturday, May 8th, 2010, over 70 FSL teachers from all over Ontario officiated at the Concours d‘Arts Oratoire held at Glendon College in Toronto, a joint effort of Canadian Parents for French (Ontario) and the OMLTA. A total of 31 school boards from across Ontario were represented by 349 students Grades 4 to 12, competing in four categories: Core, Extended, Immersion and FSL+ (determined by the student‘s hours of FSL instruction). At the end of the day, the winners at the secondary level went home with mon- ey and, for some, a chance to compete at the National Concours in Ottawa in late May. The Provincial and National Concours are the culmination of a process that begins at the start of the school year, at the classroom level. Language contests can be a great motivator for students and a fantastic opportunity to integrate ―l‘art oratoire‖ into your curriculum. The first step is to organize class and school contests. For rules regarding length and presentation, contact your board or CPF Ontario. Students are presented with the project (voluntary or required?) and themes are discussed. A timeline is developed for drafts and final versions. Around December, contests are run at the class level and winners are chosen. Teachers should then ensure that the FSL hours of instruction for the winners are on record at this time. The next step is to choose judges and organize the school level contest. This can be run around the beginning of March and would divide students into levels: Grades 4-6, Grades 7-8, Grades 9-10 and Grades 11- 12. If your school has more than one FSL stream (for example, core and immersion), the students would also be placed into those categories. The participants can practice by presenting to other classes. Teachers will need to coordinate certificates and prizes as well as arrange for people to be invited, including parents, administrators and other classes. Once the school winners are chosen, teachers forward the names to participate in the board level contest. Board-wide contests typically occur in mid-March. Your FSL consultant or coordinator can provide you with details. The winners of the board contests compete at the Concours Provincial at Glendon in May. The secondary winners at the provincial level do win monetary prizes and the first place Grade 11-12 winners proceed to the National Concours in Ottawa: Grades 9-10 1st - $500 2nd - $250 3rd - $125 Grades 11-12 1st - $1000 2nd - $500 3rd - $250 Participants at the National level compete for a$20,000 scholarship to the University of Ottawa. The experience is highly enriching for students, but the Concours Provincial also offers a wonderful PD opportunity for teachers. FSL teachers are always needed as officials at the contest. For more information or to volunteer as an official at the 2011 Concours, contact Jennifer Rochon at: [email protected]. For more information about organizing speaking contests, rules and regulations, or the history of Con- cours, consult the Canadian Parents for French (Ontario) website at www.cpfont.on.ca or contact CPF On- tario directly at 905-366-1012. Page 9 OMLTA/AOPLV

Place Group Grade Category First Name Last Name Speech Board

1st 9-10 10 Core Julia Romanski La Loi de Murphy Independant Schools 2nd 9-10 9 Core Mishaal Umar L'Imagination Dufferin-Peel Catholic District School Board 3rd 9-10 9 Core Alexander Kubisheskie Pape Jean-Paul 2 Niagara Catholic District School Board

1st 9-10 10 Extended Curtis Quan L'Art Ottawa-Carleton District School Board

2nd 9-10 10 Extended Kristina Ioudine Les Phobies Toronto Catholic District School Board

3rd 9-10 10 Extended Bill Lin Une Ceinture noire: Ottawa-Carleton District School Board mythes et réalités 1st 9-10 9 Immersion Hanna Hadzihasano Les Films Toronto District School Board vic 2nd 9-10 9 Immersion Emma Buller L'Exploration spatiale Toronto Catholic District School Board

3rd 9-10 9 Immersion Liam Bekirsky Le Coca-Cola: notre em- Peel District School Board blème de l'athlétisme

1st 9-10 9 FSL+ Benjamin Day L'Eau Toronto Catholic District School Board

2nd 9-10 9 FSL+ Estelle Ah-Kiow Au plaisir de lire! Peel District School Board

3rd 9-10 10 FSL+ Xinning Zheng Le Stress chez les jeunes Ottawa-Carleton District School Board

1st 11-12 11 Core Charles Park La Liberté de la religion York Region District School Board

2nd 11-12 11 Core Michael Choe Le Chemin de la vie Independant Schools

3rd 11-12 11 Core Alfred Chen La Tension religieuse: Toronto Catholic District School Board pourquoi existe-t-elle?

1st 11-12 11 Extended Chuqiao Wang La Détermination Ottawa-Carleton District School Board

2nd 11-12 11 Extended Varuni Balasubra- L'Adolescence Toronto District School Board maniam 3rd 11-12 12 Extended Emily Rowe L'Âme sœur de la société Ottawa Catholic School Board

1st 11-12 12 Immersion Madeline Dodds Les Soins de santé améri- Dufferin-Peel Catholic District School cains: y a-t-il un remède? Board

2nd 11-12 11 Immersion Natania Abebe Les Aliments génétique- Ottawa-Carleton District School Board ment modifiées

3rd 11-12 11 Immersion Taylor Morris L'Importance des Jeux Peel District School Board Paralympiques

1st 11-12 11 FSL+ Jenna Scalia Les Enfants autochtones Ottawa Catholic School Board

2nd 11-12 12 FSL+ Farouk Benali La Critique de notre gé- Ottawa-Carleton District School Board nération 3rd 11-12 12 FSL+ Rachael Buxton L'Influence des médias sur Niagara Catholic District School Board l'estime de soi

CEFR, AN ACTION ORIENTED APPROACH FOR FSL by Farahnaz Faez

Teachers’ perspectives on CEFR’s action-oriented approach for FSL classrooms by

While the official discourse promotes bilingualism in Canada, there is still widespread dissatisfac-

tion and major concerns with French as a second language (FSL) programs across the country. Core

French students account for 90% of all FSL learners, yet only 3% of these students study French be-

yond grade 9 (CPF, 2008). Students report feeling a lack of progress in these programs, an inability to

express themselves in French or understand French and a desire to focus more on the development of

communicative skills (Lapkin, Mady & Arnott , 2009). In an attempt to remedy the situation and im-

prove FSL outcomes the Ontario Ministry of Education commissioned a province-wide study to exam-

ine the role the Common European Framework of Reference for Languages (CEFR) might play in im-

proving language learning outcomes in FSL programs (Majhanovich, Faez, Smith, Taylor, Vandergrift,

2010). The CEFR was developed by the Council of Europe in order to provide ―a common basis for the

elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Eu-

rope‖ (CEFR, Council of Europe, 2001, p.1). The CEFR uses ―can do‖ statements to describe L2 profi-

ciency as L2 use across five activities (listening, reading, spoken interaction, spoken production and

writing) at six levels: A1 and A2 (basic user), B1 and B2 (independent user) and C1 and C2 (proficient

user) (Council of Europe, 2001). The CEFR is grounded in a theory of ‗communicative compe-

tence‘ (Canale & Swain 1980, Canale, 1983, Bachman, 1990)—a theory that has been around since the

80s. Descriptive rather than prescriptive, it does not recommend any particular teaching method,

though its action-oriented approach lends itself to task-based methods (Little, 2006). What is unique

about the CEFR is its action-oriented approach to pedagogy rather than its theoretical underpinnings.

¹ My colleagues, Suzanne Majhanovich, Shelley Taylor, Maureen Smith, Larry Vandergrift and I are grateful to the Ontario Ministry of Education for providing funds for this project.

VOLUME 1, ISSUE 2 Page 11

Participants in the Ministry sponsored study included teachers and students from nine school boards across

Ontario. Ninety-three teachers attended informational professional development (PD) sessions where they were introduced to the CEFR and CEFR-based resources. Teachers were introduced to the CEFR by using the

‗global scale‘ and ‗self-assessment grid‘ (Council of Europe, p. 26-27) which is the most common approach in introducing the CEFR. The resources included activity kits for the four initial proficiency levels of the CEFR.

Each kit contained a series of task-based activities related to the ‗can-do‘ descriptors from appropriate levels of the CEFR grids for each of the communication skills (listening, reading, speaking interaction, speaking production and writing). A teacher‘s guide with the descriptor for that level was also included in each kit. They were distributed to all participants to use with their students in activity centres or, in some cases, in teacher-led activities. These CEFR-based activity kits were developed by a team of experienced teachers. The 93 teachers participating in the study were then asked to draw on the kits and create their own resources to incorporate

CEFR-based instruction into their regular FSL program and teaching. At the end of the PD session, these teachers completed a web-based pre-study questionnaire. Fifty-four teachers incorporated task-based activities into their classrooms and completed a web-based, post-study questionnaire. A representative number of the teachers also participated in focus group discussions and follow-up interviews.

The pre and post- study questionnaires sought to explore the participants‘ attitudes, teaching practices, and perception of the CEFR‘s action-oriented approach for FSL classrooms. Quantitative analysis of the questionnaire data as well as qualitative analysis of the focus- group discussions and interviews revealed that Core

French and French Immersion teachers were predominantly very positive about the potential of communicative teaching inspired by the CEFR‘s action-oriented/task-based approach in FSL classrooms. The teachers appre- ciated the communicative-orientation, learner-centeredness and reflective approach of the CEFR. They also reported that it is useful in the areas of planning, instruction and assessment and that it promoted real language

² The kits were developed by a team of experienced teachers led by Helen Griffin of the Thames Valley District School Board and Karyn Bruneel of the Huron Perth Catholic District School Board.

VOLUME 1, ISSUE 2 Page 12

use and learner autonomy and increased their students‘ motivation and self-confidence. These factors are strong predictors of increased success in second language (L2) education programs. The qualitative data revealed that the teachers felt that CEFR-based instruction promoted language use in the classroom in ways that traditional ways of teaching were not able to achieve. They also recognized links between the descriptors and the performance expectations in the Ontario curriculum. There were a few cases of skepticism, especially among teachers who viewed the CEFR as an ‗add-on‘ to their already demanding curriculum content. Also, there was some resistance to the idea of change, which is typical of introducing changes into educational programs.

Teachers had a relatively short time to familiarize themselves with the CEFR‘s action-oriented/task-based approach, the proficiency levels and the activity kits and to incorporate this approach into their FSL teaching.

Therefore, not unexpectedly, they expressed the need for more extensive in-servicing to help them better understand the CEFR and how to incorporate its ethos into their teaching. Overall, teachers did not feel well enough prepared to incorporate the CEFR into their teaching, given the limited information and resources that they had received. Introducing the CEFR by simply using the ‗global scale‘ and ‗self-assessment grid‘ is not sufficient in helping teachers understand its approach (Little, 2006). What does this mean for pre-service and in-service teacher preparation programs?

 Teachers need to be familiar with various dimensions of the CEFR.

 They need to receive information and concrete examples of how to teach students to reflect critically on their learning.

 They need to learn how to gradually provide students with opportunities to be responsible for their own learning and to accept that responsibility.

² The kits were developed by a team of experienced teachers led by Helen Griffin of the Thames Valley District School Board and Karyn Bruneel of the Huron Perth Catholic District School Board.

VOLUME 1, ISSUE 2 Page 13

 Teachers cannot be expected to navigate the labyrinth of the Council of Europe website links on their own time to learn what the CEFR entails and how to exploit it in their FSL teaching.

Teaching and learning resources that foster the communicative learning outcomes specified by the CEFR need to be developed in order to expose teachers to the concrete examples and approaches mentioned above. In sum, a well defined and well designed professional development program is necessary to prepare teachers to imple- ment CEFR into their FSL classrooms. That is the task that researchers Faez, Taylor, Smith and Majhanovich have set themselves in concert with David Little in their WesternCAN initiative. It is no small task, but one that will benefit FSL teachers and students alike, and one that may help to reconcile the official discourse on

French-English bilingualism in Canada with actual high school graduation figures of ‗functionally bilingual‘ students.

References: Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford, UK: Oxford University

Press.

Canadian Parents for French (CPF). (2008). The state of French-second-language education in Canada 2008.

Ottawa, ON. Retrieved April 24, 2009, from http://www.cpf.ca/eng/pdf/resources/reports/fsl/2008/

FSL2008.pdf

Canale, M. (1983). On some dimensions of language proficiency. In J. Oller (Ed.), Issues in language testing

research (pp. 333-342). Rowley, MA: Newbury House.

Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching

and testing. Applied Linguistics, 1(1), 1-47.

Council of Europe. (2001). Common European Framework of References: Learning, teaching, assessment.

Provincial Language Contest Reports Ontario’s Best and Brightest Second Language Students Shine auf Deutsch, en español and em português! This past spring, over a six week period, three provincial language contests took place, welcoming over 200 excited students to Toronto. All of these events were supported by the OMLTA through the donation of cash prizes and plaques for the winners. These contests are run by dedicated teams of volunteer teachers and community members. The volunteers be- hind each of these events are encouraged by the interest and enthusiasm of students, community organizations and teachers, and all three of these events will undoubtedly continue to grow and thrive in the coming years! To get involved, you‘ll find the contact information for each committee at the end of the article. Machen Sie mit! ¡Participen! Participem!

Ontario High School German Contest The 2010 Ontario High School German Contest was held on Saturday, April 10 at North Toronto Collegiate Institute. It was a special celebration, as the participants and organizers celebrated the 20th anniversary of re- unified Germany and the 40th anniversary of the contest! Thirty-three students from six schools in three school boards across Ontario took part in this year‘s amazing event. The top two finishers each won an all-expenses paid trip to Germany and enrolment in a three-week ―PAD‖ language and culture course this summer, all of which was provided by the Consulate of the Federal Republic of Germany (Toronto). Gifts and donations from the OMLTA, the Ontario Association of Teachers of German, the University of Toronto Department of Germanic Languages and Literature, the Goethe-Institut Toronto, Mercedes-Benz Canada and many other kind organizations helped bring the total of gifts and prizes awarded this year to nearly $5,000, including nearly $2,000 in cash. The committee extends its thanks to all of its wonderful supporters! It was an honour to welcome the Consul General for the Federal Republic of Germany, Sabine Sparwasser, to the celebration banquet. Other special guests included Dr. Stefan Soldivieri (University of Toronto) and Frie- drich Bröckelmann (Fachberater, ZfA – German Schools Overseas program). Herzlichen Glückwünsch to the winners: 1. Winkae Fung - University of Toronto Schools 2. Walker Horsfall - The Woodlands School (Peel DSB) 3. Soohyun Park - University of Toronto Schools 4. Shanna Shi - University of Toronto Schools 5. Karen Williams - The Woodlands School (Peel DSB) Students participate in listening, reading, writing, and grammar components, in addition to an oral interview. The contest is geared towards students in their third year of study, but many students have been successful – and even won! – the contest after just two years of instruction. Students with additional background in German (i.e., exchange participants, Saturday School instruction, or who speak German at home) are also welcome to participate in separate categories. The committee looks forward to the 41st edition of the Ontario High School German Contest, to be held on Saturday, April 9, 2011 at North Toronto Collegiate Institute in Toronto! Do not hesitate to take part next year: e-mail the Committee at [email protected] with any questions and check out the Ontario Associa- tion of Teachers of German Web site at http://www.oatg.org for full details. Machen Sie mit! Contest Committee: Lesley Chisholm (Host Chair), Andrea Irvine, Anne Popovich, Sandra Schrattenholzer, Jimmy Steele (Chair), Nicola Townend

Ontario Secondary Schools Spanish Contest Under this year‘s motto of ¡Llegar a la cumbre con el español!, 138 students from thirty-eight schools in nine school boards across the province assembled at Glendon College on Thursday, May 6th for a full-day of exciting activities. This was the third edition of this dynamic event. Over $4,000 in cash and prizes were awarded to 20 sensational students, the top five in each of the four different categories: Beginner, Intermediate, Advanced,

Beginner, Intermediate, Advanced, and Native Speaker. In addition, sixteen students received Hon- ourable Mentions for their outstanding achievements. Major sponsors for the event included Glen- don College, York University, the OMLTA, Multimedia Nova Corporation, Gabriela Veisburg of Scotia Bank, Turespaña - Toronto Office, Librería Las Américas, Girol Spanish Books, Tralco- Lingo, and Editorial Las Mayas, among others. After a full day of testing in listening, reading, and grammar quizzes, plus an oral interview, the participants enjoyed tango and salsa lessons, took part in interactive games run by staff at Glendon‘s Centro de Recursos del Español and much more. Special guests for the final prize giving ceremony included Jorge Luengo from the Education Office of the Embassy of Spain (whose office also sponsors the annual OMLTA summer study bursary for an Ontario Spanish teacher to study in Spain), Germán Rodríguez from the Consulate of Argentina in Toronto, Toronto District School Board Trustee Josh Matlow, and many more. Felicidades to the contest‘s winners: BEGINNER 1. Julia Romanski - University of Toronto Schools 2. Hrayr Bleyan - William Lyon Mackenzie C.I. (Toronto DSB) 3. Olesia Cernei - Harbord C.I. (Toronto DSB) 4. Liron Danovich - William Lyon Mackenzie C.I. (Toronto DSB) 5. Katherina Liao - Dr. Norman Bethune C.I. (Toronto DSB) INTERMEDIATE 1. Kajori Chakravorty - University of Toronto Schools 2. Juliana Richniak - University of Toronto Schools 3. Lina Abdelhamid - École secondaire Jeunes sans Frontières (CSD Centre-sud-ouest) 4. Peter Servinis - Bayview Glen 5. Valeriya Goncharova - Georges Vanier S.S. (Toronto DSB) ADVANCED 1. Luisa Lizoain - University of Toronto Schools 2. Ashwin Baskaran - Woburn C.I. (Toronto DSB) 3. Rooth Vimalanathan - R.H. King Academy (Toronto DSB) 4. Milani Sivapragasam - Bayview Glen 5. Mark Krass - University of Toronto Schools NATIVE SPEAKER 1. Luis Juan - Dr. Norman Bethune C.I. (Toronto DSB) 2. Sebastian Velasco - Jarvis C.I. (Toronto DSB) 3. Diana Marín - York Memorial C.I. (Toronto DSB) 4. Dorian Carias Flores - Jarvis C.I. (Toronto DSB) 5. Patricia García - Earl Haig S.S. (Toronto DSB) This year, many more Toronto area schools participated in the event, and as evidenced by the list of winners, they also dominated the competition. Next year, the committee looks forward to and encourages greater participation from across Ontario. Save the date: the 4th edition of the Ontario Secondary Schools Spanish Contest will take place at the University of Toronto, St. George Campus in downtown Toronto on Cinco de mayo: Thurs- day, May 5, 2011. We hope that the campus‘ close proximity to Union Station will encourage

many more out-of-town schools to make the jump to Toronto for the event.

Congratulations to all involved! Do not hesitate to take part next year: e-mail the Committee at [email protected] with any questions and check out the OSSSC Web site at http:// www.spanishcontest.ca for full details. ¡Vengan y participen en gran número en 2011! Contest Committee: Leidy Barrs, Silvia Blejman, Ana Cano Chang, Liliana De Irisarri, Helen Elliott (Chair), Barbara Hirsch, Sandra Hryhor, Irena Jares, Carrie McLaren, Felipe Nilo, Lisa Picerno, Aman- da Robalino, Andrea Schaaf, Sarah Starkman, Jimmy Steele, Paul Zafra Ontario Secondary Schools Portuguese Contest The first ever Ontario Secondary Schools Portuguese Contest took place on Monday, May 17th at York University. Under the leadership of a team of seven dedicated secondary school teachers and university staff, the event was a great success. The goal of the event is to promote the Portuguese language and cultures and histories of the Lusophone (Portuguese-speaking) world among students of Lusophone heritage and students of Portuguese as a Second/Third Language.

Thirty-three students from five schools in three school boards participated in rigorous language tests, putting their listening, reading, speaking, and writing skills to the test, along with their knowledge of the cultures of Portuguese and Lusophone world.

For this inaugural year, the committee thanks York University and its Department of Languages, Litera- ture and Linguistics for their excellent support. The OMLTA and the Toronto District School Board also provided generous financial contributions, which allowed costs to be covered fully and sensational cash prizes to be awarded to the top nine students! Other major sponsors and supporters include Presidência do Governo Regional dos Açores (Direcção Regional da Cultura), Instituto Camões, Canada Pure Waters, Vista-Global Productions, Portuguese Book Store, Sol Português and Voice Newspapers, University of Toronto Department of Spanish and Portuguese, St. Basil-The-Great S.S. (Toronto Catho- lic DSB), York University Portuguese Association, and Agência para o Investimento e Comércio Exter- no de Portugal.

Special guests at the prize giving ceremony included Dr. Maria João Dodman and Rita Rolim from York University. The morning‘s welcome address was presented by the Dean of Faculty of Arts at York University, Robert Drummond.

Congratulations and parabéns to the first ever winners of the contest:

BEGINNER 1. Stacy Costa - Central Commerce C.I. (Toronto DSB) 2. Thina Tia - Central Commerce C.I. (Toronto DSB)

3. Alexandra Cruz - Don Bosco C.S.S. Saturday program (Toronto Catholic DSB Continuing Educa- tion)

1. Sheila Ventura - Don Bosco C.S.S. Saturday program (Toronto Catholic DSB Continuing Education) 2. Michael Rodrigues - Dante Alighieri Academy (Toronto Catholic DSB)

INTERMEDIATE 1. Sheila Ventura - Don Bosco C.S.S. Saturday program (Toronto Catholic DSB Continuing Educa- tion) 2. Michael Rodrigues - Dante Alighieri Academy (Toronto Catholic DSB) 3. Ricardo Moreira - Dante Alighieri Academy (Toronto Catholic DSB)

ADVANCED 1. Jonathan Costa - Central Commerce C.I. (Toronto DSB) 2. Abel Cruz - Central Commerce C.I. (Toronto DSB) 3. Patricia Roque - Dante Alighieri Academy (Toronto Catholic CDSB)

Honourable Mentions: Ana Correia - Archbishop Romero C.S.S. (Toronto Catholic DSB) Sarah Garcez - Central Commerce C.I. (Toronto DSB) Tania da Silva - Dante Alighieri Academy (Toronto Catholic DSB)

Portuguese is taught in day school and recognized credit course programs in Saturday Schools across Ontario, including in Toronto, Mississauga, Cambridge, Kitchener, and Ottawa. Teachers who are interested in taking part in the contest are welcomed to get in touch with the contest committee. Next year‘s event may potentially take place on a Saturday, in order to allow for greater participation from students outside of the Greater Toronto Area. If you are interested in taking part, feel free to e-mail the committee: [email protected] or [email protected]. The contest website will be available soon at http://www.osspc.org. Até a próxima edição do Concurso de Português das Escolas Secundárias do Ontário em Maio de 2011!

Contest Committee: José Pedro Ferreira, Jennie Lopes (Co-Chair), Anabela Melo, Tanya Pedro, Diana Pereira-Cibrão, Steven Silva, Jimmy Steele (Co-Chair).

For further information:

Ontario H.S. German Contest [email protected] http://www.oatg.org Ontario S.S. Spanish Contest [email protected] http://www.spanishcontest.ca Ontario S.S. Portuguese [email protected] http://www.osspc.org Contest [email protected]

ONTARIO SECONDARY SCHOOLS SPANISH CONTEST

VOLUME 1, ISSUE 2 Page 20

Portuguese Winners and Committee

CELEBRATING LANGUAGES, CELEBRATING OUR WINNERS

CELEBRATING OUR TOP THREE

Page 21 OMLTA/AOPLV

LANGUAGE CONTESTS

OHSGC Contest Committee: Lesley Chisholm (Host Chair), Andrea Irvine, Anne Popovich, Sandra Schrattenholzer, Jimmy Steele (Chair-not in photo), Nicola Townend

OMLTA IS PROUD TO SPONSOR LANGUAGE CONESTS. THESE PROVINCIAL CONTESTS ARE A GREAT WAY TO BRING LANGUAGES TO LIFE .

VOLUME 1, ISSUE 2 Page 22

I WISH I HAD STAYED IN FRENCH!

I wish that I had stayed in French has and as a result they are both passionate the courses for the first two years (FEF, become a common statement among about making sure their program is rele- CGE, GLC/CHV). In the third year, an- young adults entering the workforce. This vant, cohesive, creative, and meets all the other teacher was hired as the program oft heard statement of lament raises an requirements set out by the ministry. was expanding and because of the value important question for French teachers of diversity in teaching. Still needing The Extended French program started at and educators: What is the best way to more resources for the growing program, Galt Collegiate Institute in 2006 due to a make French programs available and the Co-op Department partnered with the boundary shift and equalization of the feasible for students who are faced with a French Program to find placements in population for the board. Galt is a com- highly competitive university market French classrooms to allow the students munity with an entrenched support for to continue their studies. Further, the Four years ago, Galt Collegiate Institute French programs and over the past four development of the Speaking Course at in Cambridge, took on the challenge of years, the program has grown from 28 the grade 11 year came into fruition, as it attempting to create a French program students to over 140, expanding to two became a necessary credit to obtain the that would be highly demanding academ- classes in grade 9 to meet the demands. Extended French certificate. ically and that showed the long-term ben- How did this happen? The difficulties and efits of completing these rigorous re- challenges of launching a new program at quirements. any school are numerous, but they have Continued below Michael Green and Kristen Watson, helped shape what has become a very teachers at G.C.I., are both products of successful program. At the beginning, French Immersion Programs themselves there was only one teacher to cover all

6 Tips to make your High School French Program Go...

With this partnership, the Extended we learned: electives. French program was able to grow so that 1) Make connections in your community 4) Work with administration to under- it could know offer 10 credits with the Co through school visits, co-op, field trips, stand the benefits of the program. For -op and Speaking course. This was an and even hosting café example, G.C.I. has exciting accomplishment because it al- changed from 40% aca- lowed the program to accommodate the nights. The G.C.I. Extended French demic and 60% applied Ministry needed requirements for French 2) Get your parents in- to 60% academic and Immersion. The administration and par- volved. Trustees listen to program has grown from 28 to 40% applied. Further, ents were approached about this thrilling parents. our student captains over possibility and with their overwhelming over 140. the past two years have support G.C.I. became a French Immer- 3) Make it easy to get an FI been French students. sion school this past fall. certificate by offering as many compulsory courses in French 5) Talk about your program everywhere The journey to make any program or (History, Geography, Careers and Civics) you go. Attend conferences, talk to peo- class work is usually filled with triumphs so that way students do not feel that they ple at the board level and in the commu- and struggles. Here are 6 helpful tips that are missing out on art, business and other nity, as they will be great sources of reference an influence. 6) Network, network, network! Talk to ―I WISH I HAD STAYED your feeder school teachers, your board consultant and other teachers from other IN FRENCH!‖ schools who are teaching the same classes. FRENCH IMMERSION IN CAM- Submitted by Michael Green and Kristen BRIDGE, ONTARIO Watson

Page 23 OMLTA/AOPLV

OMLTA / AOPLV AWARDS

Do you know an educator “gem” who should be recognized for an award?

Think hard! I’ll bet you do!

Every year, the OMLTA recognizes educators who have made a tremendous contribution to Modern Language education. We invited you to submit nominations for these awards which will be presented on the morning of Saturday, March 26, 2011 at the OMLTA Spring Conference. We received many wonderful referrals and we look forward to presenting these awards in a few months. Please continue to consider worthy educators who will qualify in the future!

Nominations forms may always be found at www.omlta.org, in the ―Membership‖ section.

LIFE MEMBERSHIP The recipient of such an award should be or have been an excellent teacher, should possess qualities of leadership and have been in the profession as an elementary, secondary or post-secondary teacher or active administrator in the field of Modern Languages for at least twenty years. The recipient should normally have been an active member of the OMLTA/ AOPLV working on its committees, participating in its programmes, engaged in curriculum development and/or other fields of scholarship.

HELEN B. ST. JOHN AWARD The nominee must be a current member of OMLTA/AOPLV, and a full time teacher at the elementary, secondary or university level (ie., not an administrator or consultant, unless also a full time teacher.) The nomination must be signed by two members of the OMLTA/AOPLV and must be sponsored by evidence of outstanding professional contribution and leadership qualities. The evidence must be based on activities or accomplishments performed over a period of at least three years preceding the nomination. Evidence may be in the form of an anecdotal description of contributions to the profession demonstrating leadership qualities in a modern language programme.

HONOURARY MEMBERSHIP Honourary membership may be awarded to recognize a person who, while not a member of the OMLTA/AOPLV, has rendered significant service to the spheres of interest of the Association.

Please take the time to consider a worthy colleague for nomination next year!

Linda Hendry, Past-President, OMLTA

VOLUME 1, ISSUE 2 Page 24

BRANCHEZ-VOUS! PAR HELEN GRIFFIN

Foreign Language Fun http://www1.center.k12.mo.us/edtech/SB/templates.htm Spanish and French nametags and activities.

First Day Teaching Ideas – New Students: What should you do on the first day of French class? http://french.about.com/od/teachingresources/a/firstday.htm

First Day of School Activities for French class http://www.ehow.com/list_6394692_first-school-activities-french-class.html

Fun French Activities for School http://www.ehow.com/way_5269467_fun-french-activities-school.html

Smart board Templates http://www1.center.k12.mo.us/edtech/SB/templates.htm

Foreign Language Study – Is Elementary School the Right Time to Start? http://www.buzzle.com/articles/foreign-language-study-is-elementary-school-right-time-to-start.html Read the article. In an ever-shrinking and tumultuous world, speaking a foreign language is becoming more and more desirable, but should the U.S. begin to require the study of a foreign language in elementary schools?

Foreign Language Lesson Plans http://www.lessonplanspage.com/LAJH.htm You need to scroll down then under Foreign Language, you will find over 30 lesson plans including This Spanish I unit will be popular with your clothes-crazy teens & This is a dates and weather expressions in French idea

Foreign Languages: An Essential Core Experience http://www.utm.edu/departments/french/flsat.html

VOLUME 1, ISSUE 2 Page 27

Who’s Who at the OMLTA Meet: HEIDI LOCHER Administrative Assistant

Heidi has been our administrative assistant since the Spring Conference of 2008. In this time, we have come to rely upon her tremendous, organizational skills, her friendly and prompt responses and her incredible memory for detail, as we navigate our way through fall and spring conferences. Heidi is the first voice you will hear when placing calls to the OMLTA and the contact during special OMLTA projects.

During conferences, Heidi can be found at the registration desk, helping delegates and pre- senters prepare for their sessions. Feel free to stop by and say hello. She is always happy to meet the people she talks with on the phone.

Heidi has studied German and is looking forward to developing her language skills during her time with OMLTA. She is the mother of three children.

We need your voice! Contact Us:

Heidi Locher Administrative Assistant

Please submit articles 17!-218 Silvercreek Parkway N., Suite 123 on French and Inter- Guelph, ON N1H 8E8 national Languages

teaching! 1-519-763-2099 1-519--763-3987