Communication The Year That Changed My Life (a student’s perspective) Vertical Non-Permanent Surfaces in the FSL Class Des oisillons dans une classe
Word Walls & Authentic 2016 ISSUE FALL Communication ‘5 Questions With’ dedicated promoter What’s Inside: of bilingualism, Nicole Thibault A Message from the President ...... 3 Letter from the Editor ...... 4 Well-Being in the Language Directors in Action ...... 5 Classroom-Have Your Say in ‘Mot final’ Quoi de neuf ? ...... 7 The First Five Years ...... 9 Membership Benefits ...... 12 DON’T FORGET: Projet à Québec ...... 13 Back issues of Take It and Make It Yours ...... 15 Communication are Concours d’art oratoire 2017...... 18 available online at Awards: Nominate a Colleague ...... 19 www.omlta.org À NE PAS MANQUER! Wanted: Board of Directors-OMLTA .....20 International Languages ...... 21 5 Questions With/Avec ...... 24 Branchez-Vous & Resource Reviews ...26 The Last Word / Mot final ...... 30 À la prochaine ...... Back OMLTA/ AOPLV - FALL 2016
OMLTA/AOPLV is the leader in professional learning and advocacy, inspiring and connecting Ontario’s French and Vision International Languages educators. OMLTA/AOPLV: • Fosters collaboration amongst language educators and & professional partners • Delivers practical, user-friendly best practices in language learning. • Influences policies and directions that support French and International Languages education
MEMBERSHIPMission It’s not too late to renew your membership with the OMLTA! There is still time to take advantage of discounted fall membership rates, discounted fall conference rates, access to outstanding resources, back issues of Communication and much more. Your professional dues are also tax deductible. Visit http://www.omlta.org to renew your membership.
Communication Magazine Is Looking For Volunteers! Communication Magazine is looking for dynamic volunteers for its ‘Reach-Out Committee’! As a member of the Reach- Out Committee, you would help the editor by inviting/recruiting various individuals to write an article for OMLTA’s Communication Magazine. Communication Magazine comes out three times a year in mid-October, February/March and June. OMLTA members want to read articles which are practical, informative, current and thought-provoking. There should be a cross-section of articles about Core, Extended, and Immersion French and International Languages from many different grade levels and many different geographical areas, as well as from different perspectives such as administrative, classroom, board and/or system level, itinerant, managerial, continuing education, faculty of education, adult learning, private schools, etc. Here are some ideas of articles which OMLTA members would enjoy reading:
• Classroom lessons which have worked well; • Reference to any businesses or suppliers of French or Modern • Successful school-wide events that have fostered a love of culture Language products, books, resources, etc.; and language amongst students, staff and/or admin; • Words of wisdom for Modern Language Educators in the province of • Class trips which have been successful; Ontario; • Review of effective and useful resources, websites, and books; • Any other interested novelty regarding FSL or International Languages • Technological innovations; • Ministry of Education project development and/or involvement • Classroom management success and/or challenges in FSL; • Board-level projects and/or leadership with FSL/IL. • Advice for our members with respect to any current Modern Language policies and/or curriculum expectations;
DISCLAIMER: The information and views set out in this publication are those of the author(s) and do not necessarily reflect the official opinion of the Ontario Modern Language Teachers’ Association/Association ontarienne des professeurs de langues vivantes (OMLTA). The OMLTA, its employees, its Board of Directors, or any person acting on their behalf may not be held responsible for the use which may be made of the information contained therein. All use of the masculine in any language to designate individuals or groups of individuals is employed only to lighten text, and serves to identify persons of all genders without discrimination. 2 OMLTA/ AOPLV - FALL 2016
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Message Greetings!/Bonjour! From I hope that your September start-up went smoothly and that you are settling nicely into your new school year routines! It seems like The summer is a distant memory now, but I hope that it was restful, rejuvenating, and full of wonderful opportunities for personal and professional growth. President OMLTA/AOPLV was very busy this summer! Once again, 50 elementary and secondary French as a Second language teachers participated in our annual Projet à Québec. It was an enriching immersion experience for all involved and participants left with new ideas, renewed confidence and great friendships. We are grateful to the Ministry of Education for continuing to support this project and cannot wait to start planning for next year. In addition to Projet à Québec, OMLTA/ AOPLV offered two three-day workshops sponsored by the Ontario Teachers’ Federation. Secondary FSL teachers participated in a session focused on the Revised FSL Curriculum, presented by Jennifer Rochon, and elementary teachers had the opportunity to participate in a collaborative session with other subject associations focused on STEAM initiatives. OMLTA director Alessandro La Gamba helped facilitate these elementary sessions. In addition to professional development opportunities, OMLTA/AOPLV members were also engaged in creating new Financial Literacy Resources for use in the French as a Second Language classroom. These resources will align with the revised FSL curriculum, as well as make connections between various aspects of financial literacy and the Common European Framework of Reference. Look for the finished product at the end of December! As the fall is now upon us, we are looking forward to seeing you in Peterborough on November 18 and 19 at our Fall Conference. The theme of the conference is “Oui, je peux!/Yes, I can!” and workshops are available for all grades and programmes, including International Languages, Core French and French Immersion. Please visit our website to register today! We are also very excited that the Revised International Languages Curriculum Resource Project is now underway. With the revised Classical Studies and International Languages curriculum arriving during the summer, we have started the process of putting together a writing team to create resources and workshops for International Languages teachers. We look forward to rolling these resources out in the Spring of 2017. As the school year progresses, we continue to advocate on your behalf with our various partners and stakeholders throughout the province. We are committed to keeping French as a Second Language and International Languages a priority in all schools and school boards. Finally, I am so pleased to present you with the Fall 2016 issue of Communication. I trust you will find many ideas, updates, interesting tidbits contained in this magazine. Thank you to the editor, Ida Continenza, and her dedicated team for putting together this issue. Enjoy!
We continue to work hard to support you in your professional practice. As our revised mission states, the OMLTA/AOPLV: • Fosters collaboration amongst language educators and professional partners
• Delivers practical, user-friendly best practices in language learning.
• Influences policies and directions that support French and International Languages education
We are constantly striving to be the leader in professional learning and advocacy, inspiring and connecting Ontario’s French and International Languages educators. We are always listening to you, our members, so do not hesitate to contact us with questions or feedback!
Best wishes/ Meilleurs voeux, Michael Green President, 2016 – 2017 Ontario Modern Language Teachers’ Association Association ontarienne des professeurs de langues vivantes.
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Letter from the Editor Chers collègues, famille, de vos élèves, et de vos collègues. Bonne rentrée! Cela me fait un grand plaisir de partager avec vous In conclusion, we can be proud of our collective voice and we can be une autre édition de Communication. proud that we have this platform to exchange ideas. I would love for One thing I am very proud of is this platform that we have to exchange you to get involved with Communication, whether it be in the role of ideas. There is no doubt that there is power in collectively expressing Reach-Out Committee, to send us your ideas and articles so we can our views and that is what we strive to do at the OMLTA. We are inspire other educators, or simply to give feedback on the articles representing you, the modern language educators in the province which are included in this edition. I encourage you to respond to of Ontario. And we want to be able to provide you the topic in the Last Word/#OMLTAmotfinal and with the best resources, professional development, to involve yourselves with the Board of Directors opportunities, and information that will be integral (nomination forms are available in this edition). The to you as your progress in your profession. We more you get involved, the more you will be able to will continue to meet your needs and help you be grow, and personal growth benefits our students, knowledgeable, ready and resilient. At the core our schools, our colleagues, our family and most of of everything you do is the consideration of the all, ourselves. Modern Language education is very wonderful students in your care. You bring passion much alive in Ontario. Félicitations à tout le monde and dedication into these students’ lives and you pour cette contribution à l’amélioration continue have the power to influence them! Think of all of de notre profession. Happy Autumn! Enjoy this that potential that you have to enrich your students’ beautiful weather and we’ll see you all at the fall lives! conference in Peterborough! In today’s edition, we are giving you great tools. In our new section “Last Word / Mot final” where we intend on choosing a trending topic for every Ida Continenza edition and then give you a voice, we talk about Editor, Communication how well-being is integral for our students. Using the hashtag #OMLTAmotfinal, let us know how you practice well-being in your respective schools. In our President, Michael Green’s message, you will receive an update on everything DON’T MISS OUT ON OUR FALL CONFERENCE that OMLTA has been doing for you, including the new International Languages curriculum resource project, the soon-to-be-released Make sure you attend our Fall Conference on November 19, 2016 in financial literacy resources, this summer’s PD sessions, and much Peterborough at the Best Western Plus Otonabee Inn, 84 Lansdowne more. We will show you how your OMLTA Directors are passionate St. E. Enjoy multicultural music and dance the night away from 7:30 and dedicated professionals who are hard at work in the ‘Director’s to 10:30 pm at the Evening Reception on Friday November 18th. in Action’ section. We remind you about the upcoming fall conference which is an intimate way to re-connect with old acquaintances and Saturday, November 19 - Workshops and Exhibitors Displays at Holy get the latest information on pedagogical trends. This year’s theme is Cross Catholic Secondary School. “Oui, je peux / Yes, I can” and this is true. When you participate and when you make yourself part of a positive collective voice, you CAN Schedule: Registration and continental breakfast from 7:30 to 8:45 accomplish anything that you set your mind to accomplish. There are articles on how language learning changes students’ lives, Sessions A, B, and C from 8:45 to 12:15 (one hour long with 15 minute incorporating word walls within authentic communication tasks, how break in between) birds in the classroom can improve student learning, using vertical non-permanent surfaces in the classroom, highly entertaining end- Lunch 12:15 to 1:15 of-year activities for students, and how Google Translate helps French classrooms. We have also interviewed one of the most dedicated Sessions D and E from 1:15 to 3:30 (one hour long with 15 minute promoters of bilingualism today, Nicole Thibault, who is currently the National Executive Director of CPF. She shares her journey and break in between) her words of wisdom with us. We share information about including English Language Learners in our classrooms. In fact, inclusivity is the What is so special about the Fall Conference? main theme of our Spring 2017 conference where the focus will be ‘Respect, Exploration, Innovation’. Intimacy – it is a small-scale conference that gives you plenty of time OMLTA/AOPLV aura le plaisir de continuer à vous offrir le and opportunity to connect and reconnect. perfectionnement professionnel requis, sous forme de bourses d’études, d’emploi, de bénévolat, de réseautage et d’occasions de Dedication – because the fall conference changes location every year, suggérer et nommer vos excellents collègues. Je vous encourage de some teachers find it easier to get to than the spring conference in prendre toutes ces possibilités de ressources pour accroître votre Toronto. Nevertheless, some teachers travelled four, five, seven and even développement professionnel. Nous avons déjà reconnu l’importance nine hours to take part in the fall conference last year! Hats off to all! d’une mentalité de croissance ou ‘growth mindset’ et de ses bienfaits lorsque nous participons pleinement au développement professionnel Renewal – don’t be fooled into thinking that only the Spring et au réseautage. Cette mentalité de croissance a été démontrée bénéfique tout au long de notre existence à OMLTA/AOPLV et mise en Conference is awesome. It absolutely is, but the fall conference is a pratique dans votre vie personnelle et professionnelle au sein de votre perfect kick-start to your first few months of school.
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Directors in Action
BOARD OF DIRECTORS (2016-17) HIGHLIGHTS OF SEPTEMBER BOARD MEETING: YOUR OMLTA BOARD OF DIRECTORS HARD AT WORK Executive 1. OMLTA continues working towards implementing a Strategic Plan President: Michael Green, Waterloo Region DSB which will help the Board serve its members better. We are looking Past President: Jennifer Rochon, Toronto DSB for a fresh look, as well as continuing to refine our Vision and First Vice President: Nicole Czaja, Rainbow DSB Mission statements. Second Vice President/Conference Chair: Jimmy Steele, 2. The Financial Literacy Project has been completed by the writing team and will be ready to submit to the Ministry of Education by York University/Toronto DSB November 15th. It will be ready for educators in Winter 2017. Treasurer: Pamela Marshall-Gray 3. International Languages Curriculum Resource Project is on track Secretary: Laura Dursley, Trillium Lakelands DSB and will hopefully be completed by Spring 2017. 4. Projet à Québec was a huge success and will definitely be continued next year. We are always looking to make the experience as Directors meaningful as possible and will continue taking suggestions on how Susana Beatrice-Gojsic - Hamilton-Wentworth DSB to streamline our the “Projet” experience from previous participants. (Webmaster) 5. The OTF Summer projects were very successful and well-received. Many teachers benefitted from the sessions and had fresh ideas for Josée Boutin - Kawartha Pine Ridge DSB their September start-up. Ida Continenza - Halton Catholic DSB (Editor, 6. OMLTA is very excited to open up the Awards nominations (for Communication) outstanding Modern Language Educators) and the Board of Directors nominations (for new positions opening up). These will be Pauline Galea, Durham Catholic DSB announced at our Spring Conference in March 2017. Vanessa Heydrich-Swan, Hamilton-Wentworth DSB 7. The Fall Conference is all planned and ready to go and it promises to Danielle Hunter - Durham DSB be a great event! It will start off with a Friday-night wonderful wine, Beverly Kukhta-Jackson - Hamilton-Wentworth DSB cheese, music, and networking event and there will be many great learning sessions on Saturday. The Fall Conference Committee is Alessandro La Gamba, Toronto Catholic DSB excited to provide this wonderful opportunity for Modern Language Sharon Lajoie, Peterborough Victoria Northumberland & teachers in Peterborough on November 18 and 19. Clarington Catholic DSB 8. Plans are very much underway for our Spring Conference which will be held at the International Plaza Hotel on March 30 to April Lisa Picerno, Independent Schools 1st, 2017. The focus will be inclusion and the motto is Respect, Exploration, Innovation. More information to come on this event. Administrative Assistant 9. Board members continued to work on ongoing projects in Professional Development, Advocacy and Membership & Recruitment. Sonia Blanchard 10. The next Board of Director’s Meeting will be in January 2017.
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Directors in Action DIRECTORS IN ACTION
Renewing Ties with ILEA On May 9, the OMLTA attended a bi-annual meeting hosted by ILEA (International Languages Educators’ Association) in Toronto. ILEA has long advocated for support and training for International Languages teachers who work primarily in heritage language/ Saturday school programs affiliated with school boards across Canada. It was a pleasure to attend this event and to share best practices and ideas for upcoming resources to support the now- released secondary International Languages curriculum. We look forward to continued collaboration.
Le français pour l’avenir : un succès merveilleux
This year’s edition of French for the Future returned to Toronto, where fifty proud, young Canadians from coast to coast to coast enjoyed five full days of activities devoted to fostering mutual understanding and bilingualism. OMLTA Life Member, Dr. Michael Salvatori, who is also vice president of French for the Future, introduced Honourary Chair John Ralston Saul, who spoke passionately about the importance of making connections between both official languages and Canada’s First Nations, Métis, and Inuit peoples and cultures. Regional forums are held across Canada (including London, Toronto, Ottawa, and Sudbury) and several contests for Core, Immersion, and Extended students offer over $200 000 in scholarships for Canadian young people: get your secondary students involved with this outstanding initiative! Visit http://www.french-future.org for full details.
L’institut d’été de l’ILOB : nous y étions !
OMLTA participated in the Summer Institute for the Institut des langues officielles et du bilinguisme/Official Languages and Bilingualism Institut (ILOB/OLBI) at the University of Ottawa on July 13. We informed the many attendees about initiatives, our legacy, and opportunities for our members.
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Quoi de neuf RELEASE OF WELCOMING ENGLISH LANGUAGE LEARNERS INTO FRENCH AS A SECOND LANGUAGE PROGRAMS
The Ministry of Education has just released Welcoming English Language Learners into French as a Second Language Programs. This document supports the inclusion and participation of English language learners in Core French, Extended French and French Immersion programs. It builds on A Framework for French as a Second Language in Ontario Schools, Kindergarten to Grade 12, with additional case studies, research and strategies relevant to English language learners. The document is available on the LULA MUSIC & ARTS CENTRE Ministry of Education’s website at: http:// www.edu.gov.on.ca/eng/amenagement / welcoming.pdf French and Spanish Field Trips!
WORKSHOPS FOR GRADES 7 TO 12
Include: West African drumming & dance Chansons à répondre Joanna Moonʼs French Café Cuban rumba or salsa
$25 to $34 per student including workshop, tax, tip and lunch.
lulaworld.ca 416 588 0307 [email protected]
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Quoi de neuf
THE LANGUAGE PORTAL OF CANADA/PORTAIL LINGUISTIQUE DU CANADA
https://www.noslangues-ourlanguages.gc.ca/prps-bt-eng.html
The Language Portal of Canada is an initiative funded by the Roadmap for Canada’s Official Languages 2013-2018: Education, Immigration, Communities. It offers parallel sites in English and French. A showcase for Canadian expertise in the area of language, the Language Portal of Canada gives you access to Canadian resources that deal with various aspects of language and that will help you communicate effectively in English and French. The Language Portal offers:
• free access to TERMIUM Plus®,the Government of Canada’s terminology and linguistic data bank, which includes close to four million English, French and Spanish terms; • access to Gateway to English | Le français sans secrets, a powerful search engine that allows you to search simultaneously in 16 writing tools, hundreds of language articles and quizzes on the Language Portal of Canada, and the Translation Bureau’s Linguistic Recommendations and Reminders; • headlines about what is going on in the language field in Canada; • a collection of links to language-related works and sites (the Discover section andResources Coast to Coast); • language-related articles written by our contributors (the From Our Contributorssection); and much more.
The Language Portal is updated weekly. Click on What’s New? Or subscribe to receive email notification.
OMLTA NEEDS YOUR HELP: CALL FOR ARTICLE SUBMISSION FOR COMMUNICATION MAGAZINE
OMLTA would like to share your expertise and your ideas with the rest of our membership. It is in this vein that we request you to write a brief article (it could be anywhere from one paragraph to one page – whatever you have time for!) with information on any one of the following topics:
• Lessons which have worked in your classroom • Advice for our members with respect to any current Modern Language policies and/or curriculum expectations • Successful school-wide events which have fostered a love of culture and language amongst students, staff, and/or admin • Reference to any businesses or suppliers of French or Modern Language products, books, resources, etc. • Class trips which have been successful for you • Words of wisdom for Modern Language Educators in the province of • Review of resources / websites / books which you have used Ontario
• Technological innovations which have been particularly useful to you • Please email Ida Continenza at [email protected] with any ideas you may have by February 1, 2017, for a chance to have your • Classroom management successes and/or challenges name and ideas in print in the Winter Issue so that everyone can benefit!! Don’t be shy! We want to hear from YOU!
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The First Five Years FRED MATTERS SYMPOSIUM
As a new French teacher, I signed up to attend the FrEd Matters Symposium (www.fredmatters.org) which took place on August 24, 2016. I thought it would be a great way to make connections with other French teachers who had more experience and who I could learn from. I learned about the Symposium via social media and through Steven Langlois, one of the presenters and creator of the DJ DELF kit, which I had purchased last year during my first LTO, and which I found invaluable.
Upon arrival at the Symposium, we registered, had a light breakfast and a casual meet and greet with other teachers.
Diana Mancuso facilitated the first session. Her workshop began with Pauline Galea hosted the final session. She shared incredible strategies for a clue game from breakoutedu.com that teaches critical thinking, classroom management, organization of the class and daily routine. She teamwork, and complex problem solving. It offers a very active, fun spoke about the importance of structure, setting up the room as if it were and hands-on approach to learning French! her classroom and gave specific examples of entry routines, whole group She then presented on Google Apps for Education and shared activities, small group activities and exit routines, based on her experience information about Google Chrome Tools including Voice Typing, (where and expertise as an AIM teacher. She emphasized that the ideas could be you can dictate French, including punctuation, which is invaluable for used in non-AIM practices as well! Special Education students!), Research Too, (where one can research a topic without leaving the document, AND it cites the source for you!), In conclusion, FrEd Matters was truly an amazing learning experience and Google Forms for class surveys and exit tickets. for me. Not only did I make a number of professional connections, but I also learned from experts about how to organize and manage The next speaker was Tammy Aiello. She discussed Action Oriented my new Core French practice. I was introduced to interesting new Education via the DJ DELF resource http://djdelf.com. She shared technology and new Google tricks to use with my students. I am ideas of how to apply the resource to real life extensions, such as looking forward to future FrEd Matters Symposiums. hosting a café in your school or planning a party. She shared how “Motivating the Unmotivated” can be achieved using resources such Merci beaucoup FrEd Matters! ~ Sonia Zadra as the DELF kits and using online resources such as French Street and Bon Patron.
The third session was facilitated by Maddalena Shipton and Steven Langlois. We did a technological PokÉcole GO hunt using our QR Code Readers on our personal phones or supplied iPads. By scanning each QR code we were shown sites and apps for teaching and learning French such as pic-collage.com, tellagami.com, frenchplayground. com, cafecole.ca, and storybird.com.
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The First Five Years THE YEAR THAT CHANGED MY LIFE
As my father arrives at the dining room table for a family meal he jokingly stops, shakes my hand, introduces himself to me and then asks, “You must be Natalie? Nice to meet you.” This is my dad’s funny way of reminding me that I have been away from home a lot lately. The reality is that from the months of February to August of this year, I have only been in Canada for a month and a half. To begin with, I spent three months living in Nice, France, on a high school exchange, and later I took part in a three-week summer school study course where I travelled to six different cities in Italy, along with 60 other students. Since my return, I have also enjoyed other smaller trips such as travelling in Greece for two weeks with my mother, and going to Florida for a week with my older brother. To put it lightly, I like to travel. In fact, heading to another country to experience a new culture and way of life has always been a passion of mine. I owe my interest in travel to my parents, who have told me since I was young of their many overseas expeditions in Europe and in Asia, and who have eagerly allowed me to partake in so many travel opportunities as of late. In fact, my parents have received plenty of shocked looks from colleagues and friends when they hear of their plans to send their 16-year-old daughter halfway across the world – without them tagging along. What some of them may not realize however, is that travelling, even alone, can be extremely beneficial at any age. Travel today among youth without one’s parents is not very common, but I think young people should be taking advantage of these wonderful opportunities to learn and grow.
Ever since I was a little girl, I have been interested in languages. Therefore, it would not be surprising to say that French and going on these two big trips, airports intimidated me. I didn’t fully Italian have been my favourite classes in high school. Learning how understand the way in which they worked or how to navigate them. to speak a language and studying another culture in a classroom is However, after saying goodbye to my parents on my way to Europe, I very beneficial, especially to an individual such as myself who seeks was left with no choice but to figure it out on my own. Later, in mid to develop their language skills. However, there is no experience more August, I flew from Toronto to Florida to visit family friends without rewarding and more beneficial than hearing a language firsthand my parents, finding no difficulties at all. Independence is a crucial and directly immersing yourself in its culture. There is only so much skill to develop. Being independent is something that will certainly be that you can learn about a language or a culture by reading out of useful in a few years when I head off to university and I am incredibly a textbook and listening to a teacher in a classroom. In my opinion, happy that I had the chance to develop it in Europe. On top of this, teenagers would benefit from not only taking these language courses travelling also teaches you how to problem solve. While travel can at school, but also from taking part in opportunities such as student benefit an individual hugely, it does not come without its challenges. exchanges and summer school programs in foreign countries. This Therefore, being able to effectively overcome obstacles on your own way, they are gaining firsthand experiences where they can practice is an extremely important skill to learn as well. Both independence speaking the language in real life situations. I personally found that and problem solving in turn can also help build self-confidence. There both my French and Italian greatly improved during my visits to France were definitely times when I questioned whether or not I had the and Italy. As I was constantly surrounded by the language and culture, ability to make my trips to France and Italy successfully without my I found myself integrating into each country’s way of life, which in parents beside me. However, with perseverance and the mentality turn made learning the languages not only easier, but much more that I would get out of the trip exactly what I put into it, I was able to enjoyable too. overcome all of the obstacles of living and travelling abroad.
Travelling is also an excellent way to develop your personal Before I took my trips to Europe, my familiar hometown skills. As a 16-year-old, I often rely on my parents for simple things of Georgetown, Ontario, was more or less all that I knew. I had such as doing my laundry and important things like helping me make never been given the opportunity to venture out into the world and decisions about my future such as the university I will attend. While experience what life was like on the other side of the ocean on my I was still able to text and call my parents from France and Italy, I own. Travelling to France and Italy gave me the chance to experience was forced to learn how to become independent. For instance, before different languages, cultures, viewpoints, and history, among many 10 OMLTA/ AOPLV - FALL 2016
The First Five Years THE YEAR THAT CHANGED MY LIFE - CONT’D other things. Not only was I able to learn about and experience firsthand what life was like in some European civilizations two thousand years ago, but I was also able to discover a new way of life, which was incredibly eye-opening for me as an individual. These trips provided me with new experiences that I could not get in Canada, and I realized that leaving home for a place that is culturally different gives you a broader perspective of the world.
In conclusion, I learned that travelling, especially without the aid of one’s parents, does not come without its obstacles. It can certainly be challenging and intimidating. However, these experiences are all about stepping out of your comfort zone, experiencing what is beyond it, and pushing your limits as an individual. Doing this will challenge you to improve your language skills, become independent, develop your problem solving skills, and learn about the world through firsthand experiences. Overall, you will develop as a person. I certainly took a giant step out of my comfort zone through my ventures across the ocean, and I am very happy that I pushed myself to do so because it allowed me to experience the world on a broader horizon. One of my favourite quotes is, “The world is a great book. Those who never stir from home read but only a page.” Travelling is about reading page two, page three, and all the other pages that follow, and I certainly hope that teenagers my age take advantage of opportunities to read as many pages as possible. BY: NATALIE ROMANET
Natalie Romanet is currently studying at Christ the King Catholic Secondary School. Not only is she an honours student, but she is one of the leaders of the school’s Student Exchange Club. She loves travelling and sees it as a continuation of her education. Bon voyage, Natalie!
ENDING THE YEAR ON A HIGH NOTE! By: Danielle Mirra, Our Lady of Mount Carmel Elementary School, HWCDSB
Teaching core French in June can be a difficult task as students begin to tire with unit material and redirect their attention outdoors. The Tapis Rouge has become a June tradition at our school that students look forward to all year. Turning it around and giving students a creative forum to showcase their progress in French and engage primary level students to embrace the French language, makes June a rewarding experience for both students and teacher.
The Tapis Rouge is an open-ended French event in which students from grades 4 to 7 are encouraged to create a French skit, song, dance or other to perform. Opening the idea up to the creativity of the class is the best way to showcase talent. Our eclectic shows include; a modelling battle skit, an interactive French video jeopardy game, a large group rap duel, a comedic skit, favourite unit songs, “whip nae nae” song in French with full audience participation (that one was left for the finale.
Core French has evolved greatly since I was hired as a full time teacher with the Hamilton Wentworth Catholic District School Board in 2009. Now in my 8th year of teaching core French I’ve embraced the opportunity to evolve with the new curriculum. Using new resources and teaching and delivery strategies requires time and dedication. However, when you combine those elements with the collaboration with other French teachers you are bound to hit your stride.
Thank you for your contribution, Danielle and also for the volunteer work that you are doing on Communication’s Reach-Out Committee! It is greatly appreciated!
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Membership Benefits Being a member of the OMLTA affords you much more than discounted rates to our Spring Conference. This year, OMLTA members:
• have been informed about new initiatives and best practices in education, stemming from the OMLTA’s role as a stakeholder with the Ministry of Education, the Ontario Teachers’ Federation, and other leading organizations
• have been able show their leadership by applying for writing teams for projects to inform teachers about the revised elementary and secondary FSL curriculum,
• have been able to be informed about the revised FSL curriculum by attending member-led professional development workshops in five cities across the province
• applied for a bursary to study in Spain, for interested Spanish teachers, courtesy of the Spanish Embassy in Washington, D.C.
• will be able to part in another session of Nipissing University’s new Additional Qualification course in Spanish, developed by OMLTA Directors, this spring-summer
• can apply to participate in Projet à Québec, the extraordinary summer immersion program for FSL teachers across all panels, now open to Extended and Immersion teachers as well,
• have profited and will profit from the experience of their colleagues at conference workshops in Toronto and Peterborough, and from articles in Communication
• will be able to network, meet their peers, and celebrate the successes of some of our province’s brightest FSL students by volunteering at the provincial Concours d’art oratoire in May
• receive access to dozens of helpful documents via our Members Only section on our website
• share ideas, tips, resources, and best practices via our Facebook page and Twitter account
• receive discounted rates for membership in and products from the Canadian Association of Second Language Teachers (CASLT)
• and much more! Stay a part of the OMLTA and take advantage of the benefits of being involved!
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Projet a Quebec PROJET À QUÉBEC 2016 – UNE RÉFLEXION SUR CETTE EXPÉRIENCE INOUBLIABLE Par Annette Gagliano, EAO (Halton Catholic District School Board)
Du 11 au 20 juillet dernier, j’ai eu le grand privilège d’aller dans la province de Québec pour participer au Projet à Québec, un programme de perfectionnement personnel pour les enseignants de français langue seconde en Ontario.
L’environnement dans la ville de Québec était chaleureux et accueillant. J’ai bien apprécié l’occasion de parler seulement en français pendant mon séjour et de faire connaissance avec d’autres enseignants de français langue seconde venant de toutes les régions de l’Ontario. L’ensemble du programme était vraiment authentique, engageant et pertinent à mes besoins comme enseignante de français langue seconde.
allées à une cabane à sucre sur l’Île d’Orléans où nous avons mangé un repas québécois traditionnel. Nous avons commencé par manger de la soupe aux pois comme entrée, suivi par des fèves au lard, une pomme de terre au four, le pâté à la viande (une petite tourtière), du jambon, et des oreilles de crisse avec des cornichons, du ketchup maison, du pain et bien sûr du sirop d’érable. Il y a avait des crêpes et de la tire sur la neige pour le dessert. Bref, la nourriture était délicieuse!
Pour ce qui est de la musique, les matins, nous avons écouté les chansons d’une variété d’artistes et de groupes québécois d’hier à aujourd’hui, comme « Le cœur de ma vie » de Michel Rivard, « La langue de chez nous » d’Yves Duteil, « C’est dans les chansons » de Jean LaPointe, « Dégénérations » de Mes Aïeux, et « Le p’tit bonheur » de Félix Leclerc. Nous avons visité l’Espace Félix Leclerc pour mieux comprendre l’influence de cet homme sur la société québécoise par ses chansons et sa littérature. En outre, puisque le Festival d’été de Québec battait son plein, nous avons eu l’opportunité d’écouter plusieurs artistes et groupes francophones, comme Rémi Chassé, Alexe Gaudreault, et Raton Lover. Nous avons également exploré plusieurs artistes et groupes franco- ontariens, comme Gabrielle Goulet et Swing. De plus, nous avons parlé des artistes franco-canadiens en dehors des provinces de Québec et de l’Ontario, comme Radio Radio, un groupe français acadien. Pendant notre visite à la cabane à sucre, nous étions divertis par un musicien qui a joué de la musique folklorique et nous avons participé à une danse folklorique. Nous avons aussi eu l’occasion unique d’apprendre une chanson par un Toutes les activités auxquelles nous avons participées étaient liées compositeur du Québec: Bernard Ouellet. aux attentes du curriculum de français langue seconde en Ontario, en particulier les attentes qui concernent la compréhension interculturelle. Pour ce qui est de l’art, on a visité la galerie Cuivres d’art Albert Gilles Il y a eu plusieurs occasions pour goûter à la nourriture québécoise. Nous où nous avons vu les cinquante panneaux de cuivre faits à la main par avons visité le Marché du Vieux-Port de Québec pour voir des légumes, l’artiste défunt, Albert Gilles. Nous avons aussi eu l’occasion de mettre des fruits locaux et des produits faits du Québec tels que des caramels la main à la pâte et de créer notre propre œuvre en cuivre repoussé. À et des beurres. De plus, il y a une variété de restaurants dans le Vieux l’Atelier Paré, nous avons vu des sculptures de bois et nous avons entendu Québec qui servent des repas typiquement québécois, tels que la poutine, quelques légendes du Québec. De plus, nous avons aussi eu la chance la tourtière, les crêpes, et le pâté chinois. Samedi soir, nous sommes d’assister à une pièce au Théâtre d’été de l’île d’Orléans. 13 OMLTA/ AOPLV - FALL 2016
Projet a Quebec
Pour mieux comprendre la richesse de l’histoire de la belle province, nous avons exploré plusieurs sites comme la Citadelle, le Séminaire de Québec, le Musée de l’Amérique Française, le Musée de la Civilisation, l’Assemblée Nationale, la Basilique Ste-Anne-de-Beaupré, et aussi le site traditionnel Huron à Wendake. Toutes les activités étaient vraiment spectaculaires!
Comme enseignante de français langue seconde, je voudrais présenter la culture francophone aux élèves d’une manière qui les motivent et qui les intéressent. À mon avis, les activités auxquelles j’ai participées pendant mon séjour au Québec vont m’aider énormément à transmettre la culture québécoise aux élèves. L’enthousiasme et le dévouement des instructeurs, des représentants de l’AOPLV, de l’équipe de Perspectives Eduscho Limitée et de tous les participants du Projet à Québec ont contribué grandement à rendre cette expérience si positive et mémorable pour moi.
Sans aucun doute, je recommande le Projet à Québec aux enseignants de français langue seconde de l’Ontario. J’ai bien profité de cette expérience incroyable, et par conséquent, mes élèves en profiteront parce que je peux partager avec eux mes nouvelles connaissances de la culture québécoise d’une manière authentique grâce à mes expériences vécus au Québec.
Merci mille fois! Je garderai un très beau souvenir de mon expérience dans la belle province.
Merci, Annette, pour avoir partagé avec nous! J’espère que d’autres enseignants puissent profiter de cette expérience, comme toi!!
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Take It And Make It Yours WORD WALLS AND AUTHENTIC COMMUNICATION By: Sandra Cabrera Yero http://www.1jour1actu.com/ In order to improve the students’ listening skills and vocabulary, we do “1jour1actu”. This particular activity is done 3 times a week with my grade 9 Pre-AP class, and once a week with the FSF 1D1 class. As a teacher you will need to preview the videos and create a vocabulary list of 10 words and/or expressions depending on the grade and level of your specific class. The students will watch and listen to the video twice and it will be discussed afterwards. Depending on the level of the class, they can either just translate the words, or translate and create sentences using the words that I have chosen for them. I allow them to work in partners so that it isn’t too time consuming and it allows for spontaneous oral communication en français! The students then create a “word wall” (see photos included) by choosing 2 words out of the list of 50 words that we have accumulated. This then shortens their list of 50 words because I allow them to work in partners. You might have to adjust this part depending on the size of your class. Every other week they will have a vocabulary test. I choose 10 words from the word wall that they have created and have them write a quiz. The quiz involves creating sentences that clearly illustrate that they know the meaning of the word. It increases their vocabulary, improves their listening skills, and helps create spontaneous and authentic conversations. The short videos (1:45) are based on current events and situations around the world and in France! The students really do enjoy this exercise and they are now in the routine of knowing that today is “1jour1actu”!
Hope you can use this activity in your classrooms as well!
Sandra is a French secondary teacher for the Halton Catholic District School Board. She has been teaching for 12 years. She speaks Spanish and Italian and loves learning new languages and the cultural aspects that come with it. The short video clips that she has suggested help bring some of these French cultural aspects into her classroom. The videos also help the students communicate orally in regards to current and meaningful topics. Thanks for sharing, Sandra!
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Take It And Make It Yours
VNPS (VERTICAL NON-PERMANENT SURFACES) IN THE CORE FRENCH CLASSROOM By: Richard Smith
While attending an Edcamp in Ottawa last spring, I discovered a new strategy to engage my students in the target language in Core French. Laura Wheeler, a math teacher at Ridgemont High School, introduced me to “Vertical Non-Permanent Surfaces”.
My VNPS are simply whiteboards (not interactive Smartboards) that I purchased at a big box store. They came in sheets of 4’x8’ and I had them cut in sheets of 2’x3’. The 10 whiteboards that I had made to measure are placed a few meters apart on counters, walls, and ledges of windows in my classroom. When the whiteboards are in use for our 15-20 minute “sessions”, you will find 3 students, one dry erase marker and one cloth to erase at each board. Thinking, speaking, collaborating and writing in VNPS have been a game changer in our core French classroom. More French all while standing has increased the engagement of my students speaking, more collaborating, more arguing, more writing and all in the far more than doing the same type of activity sitting at their desks or target language while standing. Yes, VNPS are low on the technology front tables. What I enjoy as a teacher is to see my students speaking in but in my opinion are high on the emotional scale. Learning through the the target language while I stand and circulate in the classroom. I can heart before the head is the key. Feel free to take it and make it yours! visually see what my students are writing in their groups of three since the whiteboards are vertical, not horizontal. Richard Smith is a Core French teacher at Greenbank Middle School and teaches for the Ottawa-Carleton District School Board. He has mostly taught grades 7 I have three simple rules at the whiteboard. Number one rule: They can and 8 students and uses AIM (The Accelerative Integrated Methodology) to teach only speak French to each other - English in NOT an option. Number French. He is passionate about sharing his ideas in the hope of inspiring other FSL two rule: The student with the marker must write what his/her two teachers in Ontario and abroad. Thanks for sharing, Richard! group members tell him/her to write. This rule is a little harder to enforce because of the 30 students I have at 10 whiteboards but I encourage my intermediate students to respect this rule. Number three rule: Share the marker between all three members of the group for the 15-20 minutes. This way, everyone has an opportunity to write and speak French. Finally, as a language teacher, I choose activities that will encourage my students to speak French to each other. This always remains my number one goal. I try to be creative and give writing and listening activities to engage my students at their whiteboards.
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Take It And Make It Yours
DES OISILLONS DANS UNE CLASSE! Par : Andrée Bolduc
Depuis 10 ans, J’ai le bonheur d’enseigner dans une classe de maternelle /jardin. Comme j’adore toutes les sortes d’oiseaux (les canaris, les pinsons, …), j’ai toujours des oiseaux dans ma classe. Parfois, il m’arrive aussi d’avoir des œufs fécondés de canard ou de poule.
Encore cette année, nos parents pinsons sont amoureux. Nous aurons probablement des bébés oiseaux au début du mois de décembre. Ils vont bientôt préparer leur nid.
La maman pinson pond un œuf par jour pendant une période de 5 à 7 jours. C’est une expérience qui permet de travailler le sens du nombre. À tous les jours, nous regardons dans le nid. Un œuf de plus. Wow! 7 œufs au total. Mais combien vont éclore? Nous faisons des hypothèses et des mathématiques authentiques!
Les parents des canaris et des pinsons couvent les œufs eux-mêmes. Pour les canards, les poules et les cailles, j’utilise un incubateur. Les élèves sont émerveillés de voir les œufs éclore. C’est toujours un cadeau de la vie lorsque nous avons la chance de vivre cette expérience. Tous les élèves sont intéressés. Ils posent beaucoup de questions et ils aiment faire des enquêtes. Nous devons nourrir les oiseaux. Nous nous assurons de garder le calme dans la classe le plus possible pour ne pas les effrayer. Les élèves doivent aussi démontrer de la douceur pour les caresser et les placer sur leurs doigts. Nous pouvons aussi observer les parents oiseaux nourrir leurs oisillons.
Pour les élèves naturalistes, c’est fantastique! Nous parlons des différences et des ressemblances des oisillons, de leur attitude, de leur comportement, de leur croissance, de leur couleur de plumes…
Jusqu’à ce qu’ils volent, les oisillons sont faciles à prendre et à caresser par les élèves. Après environ trois semaines, ils volent dans la classe. C’est l’excitation suprême!
Un grand bonheur à partager avec tous. Andrée Bolduc.
Ça fait 10 ans que Andrée travaille dans une classe de maternelle à l’École élémentaire Renaissance à Burlington. Merci pour tes suggestions et ton partage, et bonne chance avec tous les oiseaux !!
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Concours d’art oratoire 2017
Canadian Parents for French (Ontario) is proud to present the Concours Student registration can only be completed online. Transcripts and the hours et festival d’art oratoire, the largest French public-speaking event for of instruction in French are required only for students in Grades 11 and 12. students in Grades 4 to 12 studying French as a Second Language (FSL) in Ontario. Our 33rd annual event will be held on Saturday, May 6, 2017, NEW IMPROMPTU CATEGORY at York University’s Glendon Campus in Toronto. Our new “Impromptu” category will be added to the traditional Concours d’art oratoire this year. Students interested in participating will be given Concours et festival d’art oratoire is an opportunity to help integrate public a topic and a few minutes to prepare their presentation. Details will be speaking into regular classroom activity and celebrates the outstanding available on our website at the end of October. French language arts achievements of students from across the province. Elementary students present their speeches in a non-competitive REGISTRATION DEADLINE atmosphere, whereas high school students compete for cash prizes up Register your school board’s participation by Nov. 17, 2016. to $300. Winners from each category in Grades 11 and 12 will receive a Canadian Parents for French (CPF) is a nationwide, research-informed, volunteer one-year scholarship to York University and will go on to compete at the organization that champions the opportunity to learn and use French for all those CPF National competition held in Ottawa, where full scholarships can be who call Canada home. CPF Ontario, the Ontario branch of CPF, works with the won including a four-year scholarship to the University of Ottawa. Ministry of Education, school boards, teacher organizations, French communities, parents, students and other groups in support of access to quality FSL education. Information and registration at: http://on.cpf.ca/actvities/youth-activities/le-concours-et-festival- dart-oratoire-part-2/
Advertising in the OMLTA/AOPLV Professional Magazine
By advertising in our professional magazine, Communication, you reach an exceptional audience of French and International Languages teachers!
Our large, active membership base receives three full-colour, professionally-designed issues of Communication per academic year straight into their e-mail in-boxes. Back issues are archived online and are frequently referenced by members. Advertisements can be submitted in most graphic formats (PDF, JPG, GIF, BMP, and others), no bleed required, and are available in three sizes.
Full page: $353.98 + $46.02 HST = $400.00 ½ page*: $221.24 + $28.76 HST = $250.00 ¼ page: $123.90 + $16.10 HST = $140.00
* - Both vertical and horizontal are accepted. *Make cheques payable to OMLTA & mail to address below, Attention Sonia Blanchard*
OMLTA/AOPLV members are committed to their profession, their students, and their professional learning. By advertising in Communication, you target your services to a dedicated group of interested, engaged professionals. Sample issues are available online at http://www.omlta.org/newsletter. Spread the message about your products and programs to hundreds of educators across the province! Be a part of Communication! For additional details, please contact our Editor at [email protected]
71 George Street, Box 268 Lanark, ON. K0G 1K0 • Telephone: (519) 763-2099 • Website: http://www.omlta.org E-mail: [email protected] 18 OMLTA/ AOPLV - FALL 2016
Awards: Nominate a Colleague Nominate a colleague for an OMLTA AWARD! Each year, it is our pleasure every to recognize educators who have made a tremendous contribution to Modern Language education. We invite you to submit nominations for these awards to be presented on Saturday, April 1, 2017 at the OMLTA Spring Conference Awards Breakfast. *Please email the nomination form and candidate résumé before the DUE DATE listed below to our OMLTA office.*
LIFE MEMBERSHIP H.H. (DAVID) STERN SCHOLARSHIP The recipient of such an award should be or have been an excellent teacher, This scholarship is designed to promote studies in modern language should possess qualities of leadership and have been in the profession as education. The Ontario Modern Language Teachers’ Association / an elementary, secondary or post-secondary teacher or active administrator Association ontarienne des professeurs de langues vivantes will provide in the field of modern languages for at least twenty years. The recipient an annual scholarship to an OMLTA/AOPLV member enrolled in graduate should normally have been an active member of the OMLTA/AOPLV working studies in Language and Literacies Education affiliated with the Centre for on its committees, participating in its programs, engaged in curriculum Educational Research on Languages and Literacies (CERLL) of the Ontario development and /or other fields of scholarship.Please email form and Institute for Studies in Education (OISE). The Award Nomination résumé to the OMLTA office before December 16, 2016. forms are available by contacting the OMLTA/AOPLV or CERLL or designated. Please email form and résumé to the OMLTA office before HELEN B. ST. JOHN AWARD January 6, 2017. The nominee must be a current member of the OMLTA/AOPLV, and a full-time teacher at the elementary, secondary or university level (i.e. HELEN G. MITCHELL AWARD not an administrator or consultant, unless also a full-time teacher). The This award is to honour one graduating student from each Faculty of nomination must be signed by two members of the OMLTA/AOPLV and Education in the Province of Ontario who best demonstrates the attributes must be sponsored by evidence of outstanding professional contribution of a potentially outstanding Classical/FLS/International language and leadership qualities. The evidence must be based on activities or teacher at the Faculty of Education of the respective nominee. The accomplishments performed over a period of at least three years preceding candidate demonstrates excellence in the academic program and the the nomination. Evidence may be in the form of an anecdotal description practicum. The recipient applies effective second language methodologies of contributions to the profession or accomplishments. Please email form which lead to success in the classroom. Please email form and résumé and résumé to the OMLTA office before December 16, 2016. to the OMLTA office before February 10, 2017.
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 email form and résumé to the OMLTA office before December 16, 2016.
AWARD NOMINATION FORM NOMINEE: ______is nominated for : Life Membership Helen B. St. John Award Honourary Membership H. H. (David) Stern Scholarship Helen G. Mitchell Award (Graduating Faculty of Education student -Classical/FSL/International) Nominee info: Address: ______Work Email:______Alternate Email: ______Phone: (____)______Work:(____)______Nominee RÉSUMÉ: (Please send as a fax or as an attachment clearly labeled with Nominee’s name) Nominator’s Name: ______(If nomination requires two signatures, please fill out form twice.) Phone: (____)______Work:(____)______Email:______
Nominator’s SIGNATURE:______
PLEASE EMAIL ON OR BEFORE ABOVE DUE DATE to: Chair Nominations Committee – Jennifer Rochon- Past President [email protected]
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Wanted: Board of Directors - OMLTA WANTED! Dynamic, enthusiastic, knowledgeable and experienced Modern Language educators… of FSL and/or International languages The Nominations and Awards Committee is currently seeking Elementary, Secondary, Post- nominations for the following positions: Secondary, to be part of a team of • President provincial volunteers on the • 1st Vice-President OMLTA BOARD OF DIRECTORS • 2nd Vice-President • 3 Directors (3 year term) BEGINNING April 1, 2017. Is this you? PLEASE NOTE: Is this someone you know? Before being nominated, all candidates must be contacted in Thank you for doing your part in ensuring person and be willing to undertake this commitment. This that the OMLTA remains a vital force in If it is, please complete the form includes: meetings; contributions and various forms of committee Modern Language education in Ontario! below and EMAIL it, including a work of the OMLTA. curriculum vitae, and rationale to In addition, the nominee must have permission from their immediate the OMLTA office before December supervisor for possible time release should they be elected. 16, 2016. Our Board endeavours to represent our members’ programs (Core, Extended, Immersion, International Languages), panels (primary, elementary, intermediate, secondary, post-secondary), geographical locations, first language (French, English, other), life experiences, heritage, First Nations/Métis/Inuit status, immigrant/refugee experience, and school systems (public, separate, independent), among other important identities and considerations.
OMLTA BOARD OF DIRECTORS NOMINATION FORM
NOMINEE: (First Name)______(Last Name)______NOMINATED FOR THE POSITION OF: ______
CURRENT ROLE AT WORK ______
BUSINESS ADDRESS: ______
HOME ADDRESS: ______
EMAIL: ______ALTERNATE EMAIL:______
BUSINESS PHONE: (____)______HOME PHONE: (____)______
IMMEDIATE SUPERVISOR’S NAME: ______PHONE: (____)______
*CURRICULUM VITAE OF NOMINEE: (Please send as a clearly labeled attachment)* Reminder: the nominee agrees to the time commitment that this position entails such as, meetings and committee work. The nominee must also be a current member of the OMLTA. Membership can be obtained at www.omlta.org
NOMINATED BY: ______(Must be a current member of the OMLTA) PLEASE EMAIL ON OR BEFORE ABOVE DUE DATE to: Chair Nominations Committee – Jennifer Rochon- Past President BUSINESS ADDRESS: [email protected] HOME ADDRESS: ______
EMAIL: ______ALTERNATE EMAIL:______
BUSINESS PHONE: (____)______HOME PHONE: (____)______
SIGNATURE: ______DATE: (____)______
**Please submit with a brief explanation** Refer to page below BRIEFLY explain why this person would be a committed board member and what skills the nominee would bring to the organization. (Max. 250 words, typed. Point form accepted.)
Please email before December 16, 2016 to: Nominations Committee Chair – Jennifer Rochon- Past President [email protected]
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International Languages
INTERNATIONAL LANGUAGES CURRICULUM: OMLTA’S RESOURCE PROJECT
The Revised International Languages Curriculum Document came out in August 2016. OMLTA’s Resource Project has begun. OMLTA has accepted applications for the creation of a writing team of International Language Educators. This team will create resources and workshops for International Languages teachers. Stay tuned for the roll-out of these resources in Spring 2017.
etc., and we went on day-trips outside of Salamanca (Avila, Segovia, the Sierra de Francia) on the weekends. MESTER also spoiled us with wonderful food: welcome and farewell dinners, churros and chocolate one afternoon, and several tapas evenings.
Thank you to OMLTA, MESTER, and the Embassy of Spain for such a wonderful opportunity - I had such an amazing time collaborating with colleagues, learning, and taking advantage of all the wonderful things Salamanca and Spain have to offer.
Muchisimas gracias! Melissa Guenther Waterloo Region District School Board
Plaza Mayor, Salamanca, Spain
EMBASSY OF SPAIN/OMLTA BURSARY
Thanks to OMLTA and the Embassy of Spain, I was fortunate to have spent a couple weeks in Spain this past summer, connecting with fellow Spanish teachers from all over the world, while taking classes and workshops for Spanish as a Second Language Teachers.
The bursary took me to Salamanca, Spain, a beautiful city rich in history and culture, North-West of Madrid. The city is known for its student life, and the community is very supportive of the large foreign student population.
I attended classes at MESTER, a school in the heart of the city, offering many different types of Spanish learning opportunities. The daily courses included: a course on using technology in the second language classroom, and a grammar class, followed by a culture workshop (on topics ranging from art to literature to history and everything in between). The instructors were engaging and the content very interesting.
Our days were full of activities outside of the classroom as well. Our typical schedule was classes from 9am-1pm, lunch back at our residence or with our host family, a couple hours for relaxing and siesta, and then cultural visits at 4pm. The cultural visits were very informative and interesting: we visited universities, cathedrals, monasteries, museums
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International Languages
LANGUAGE LEADERSHIP BY STUDENTS Foreign language leadership is something that I would strongly encourage all high school students to get involved with. Foreign language leadership has truly impacted my high school career in unimaginable ways.
My involvement with foreign language leadership started with my participation in a three-month foreign exchange program to the European country of France. This reciprocal exchange consisted of a three-month hosting phase followed by a three-month period abroad. In my opinion both of the phases were equally rewarding. Hosting a foreign student helped me truly appreciate how beautiful Canada is, and how lucky we are to live here. But in saying that, living abroad helped open my eyes to other cultures in our world and realize how people who live in different parts of the world may at first seem different, but deep down we are all more similar than one could ever imagine.
After returning from France is when I really began my involvement in foreign language leadership. The reason as to why I chose to invest my time in this field was at first to give back to the community that allowed me to complete my exchange, but then evolved when I realized that I was helping people my age do more than simply learn a new language. I was helping them become more worldly. Since my return I now act as a student volunteer at the Canadian Education Exchange Foundation (CEEF), an exchange liaison at my school and I participate in French announcements at my school. All of these activities enable me to further spread the effect foreign languages have had on my life.
In the future I plan to continue my involvement in regards to foreign language leadership. I am going to do this by applying to the student senate of my school board to help my school board further realize the benefit foreign languages can have on students. I also currently have OMLTA / ITALIAN CULTURAL INSTITUTE 2016 SCHOLARSHIP AT plans to return to France to further my knowledge of the French language. UNIVERSITY FOR FOREIGNERS OF SIENA
Thanks, Ben for your insight! Ben is currently an HCDSB student in gr. 11 and is one of the By Laura Butera leaders at Christ the King Catholic Secondary School with the exchange program, as well as a volunteer for CEEF. Over the last couple of years, I have been teaching Italian at Christ the King Secondary School, in Georgetown Ontario (Halton Catholic District School Board.) This experience has not only brought me infinite pleasure in teaching eager new language learners, it has reignited my deep-rooted love of the Italian language.
This past August I had the good fortune to study Italian in Italy at the Universita’ per Stranieri di Siena on a scholarship offered by the OMLTA. The experience was enormously rewarding on many levels. First and foremost, being immersed in the daily life of Siena over an extended period of time provided an infinitely rich learning environment. The courses offered align with CEFR (Common European Framework of Reference for Languages) and since my aptitude exam placed me in the C1 level, I found them quite challenging yet equally enriching. We received equal number of instructional hours daily in two courses – one focusing on language and the other on culture. The professors were extremely knowledgeable and passionate about their subject speciality and I learned a great deal in both disciplines. The language course comprised of the study of literary works by notable Italian authors as well as a review of grammar concepts and language conventions. In this course I gained not only knowledge but insight. That is, being on the opposite side of the
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International Languages OMLTA / ITALIAN CULTURAL INSTITUTE 2016 SCHOLARSHIP AT UNIVERSITY FOR FOREIGNERS OF SIENA - CONT’D classroom, in the role of student rather than teacher, caused me to gain considerable empathy and insight for the struggles of my own students as second language learners.
The culture course presented information on Italian cuisine, art and music as well as aspects of Sienese history and culture such as the Palio - one of the highlights of my time in Siena! The Palio horse race which is one of the most famous popular Italian manifestations, is a historical tradition strictly connected with the origin of the contrade (districts) into which the town is divided. To this day, Piazza del Campo, Siena’s main square, is transformed into an authentic medieval race track for the recreation of this event which takes place every year on July 2 and August 16. The latter date is particularly important as it is takes place the day after the Ferragosto, an Italian national holiday celebrated on 15 August, coinciding with the major Catholic feast day of the Assumption of Mary to whom this ‘palio’ is dedicated. In Siena, this means a two day holiday from school! Aside from this celebration, my classmates and I were also invited to outings to local museums, musical events and restaurants. Indeed, the Sienese are a proud people and for good reason! Their contribution to Italian culture is truly awe-inspiring and constitutes a significant boost for tourism as well.
The experience of studying at the University for foreigners of Siena afforded me an invaluable opportunity to expand both my academic I realize that it is was a privilege to be chosen by the OMLTA for this and cultural knowledge of Italian language and society. This enrichment scholarship and I fully intend to use what I have acquired to inspire my will benefit my teaching in many ways particularly since international own students to expand their knowledge of foreign cultures through their language programs such as the one in Siena, introduce participants to the language learning. This experience will provide an invaluable resource for world heritage and increase their awareness and appreciation of other me in language teaching. cultures. Grazie mille, OMLTA! Thank you Laura for sharing your wonderful experiences!!
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5 Questions With/Avec
1. What made you want to become a modern language teacher and how did this lead you into your current role as National Executive Director of Canadian Parents for French?
From the age of 6, I wanted to be a teacher and never wavered. I grew up being an anglophone in a francophone school in Quebec and so FSL is who I am. I 5 QUESTIONS WITH / AVEC ... NICOLE THIBAULT inherently know the benefits of growing up bilingual and want this opportunity for every child. Step by step through the different supporting roles from teacher to Nicole Thibault has been the National Executive Director of Canadian language consultant to education officer to now executive director at CPF - it was a natural progression, if you love what you do and you love expanding your reach, Parents for French for almost 2 years now and is based at the national you look out for those different opportunities. office in Ottawa. She is a tireless promoter of French as a Second Language in Canada and counts on her excellent communication and 2. With your experience at CASLT/ACPLS (Canadian Association of Second Language Teachers) and Canadian Parents for French, organizational skills with her dedicated staff to support parents, teachers can you make some comparisons between Ontario’s FSL/IL and students in their quest for true bilingualism. Nicole draws on 20 (International Languages) teachers and with FSL/IL teachers of years of leadership experience in various roles as an executive director of other provinces or countries? CASLT/ACPLS, vice principal, educational consultant, classroom teacher The biggest difference is one of scale - advantages and disadvantages. (Core and Immersion and Special Assignment) and seconded professor Consider when the Ministry of Education wants to implement a new initiative and at University of Ottawa whose personal and professional passion is needs to in-service the Core French teachers. In PEI, they pull ALL 75 teachers together on one day and get’er done. In Ontario, the ministry trains lead teams, centered on the promotion of a bilingual Canada for all those who call who then train at the school districts’ level who eventually train the actual core Canada home. She is also very active in the city of Ottawa as a fan of French teachers … and it may take a year or more! the Redblacks, the Senators, a participant in many fitness and obstacle With large scale, an advantage is the professional approach and money invested course races and fun activities and can be found in the audience at music to produce excellent resources to support teachers. The Ontario FSL video series festivals in between her travels across the country for Canadian Parents and resources are now used across the country and seen as exemplar models for French. She is a proud mother to two bilingual daughters and a very informing educators on the CEFR, the action oriented approach and the DELF. large black French poodle. She has a true joie de vivre. More information The aspect that always remains the same when I meet teachers across the about Nicole Thibault and Canadian Parents for French can be found at country is their real desire to make a difference, to do a great job sharing their love http://cpf.ca (Canada) and http://on.cpf.ca (Ontario branch). of the language and culture with their students. Canadian FSL teachers are a very dedicated, passionate and persistent bunch regardless of their home address!
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5 Questions With/Avec
3. What were some of the rewards and challenges of your current role as you promote and support bilingualism in Canada?
A main reward is developing a pan-Canadian network of colleagues to work with, to call upon when needed and to enjoy their brilliant company. On a given day, I can have breakfast with Fred Genesee (McGill U), phone Miles Turnbull (Bishop’s U), text Michael Salvatori (OCT), and have dinner with Wendy Carr (UBC). Honestly, great company!
The challenges are the day to day, persevering with a pan-Canadian organization - addressing the multitude of requests for support, balancing the needs of the different regions, with an ever tightened budget and over worked staff. But we love what we do, so we keep solving problems and knocking on doors!
4. This year is a celebration of 50 years of French Immersion in Canada. Can you predict some educational trends for FSL and International Languages teachers and students over the next 10 years or so?
I believe we are moving into a positive cycle: in 2017, we will be celebrating Canada 150, with a new government developing a new federal strategy for official languages; there is renewed interest in the benefits of bilingualism - OCOL just released a survey that over 84% of Canadians favour bilingualism and support the Official Languages Act. Bilingualism has become an underlying Canadian value to most.
The main educational trend in official languages is definitely a move toward online learning available free to all Canadians - outside the classroom, learn when you want to, at any age to address equal access regardless of geographic location, employment levels, or ability.
You will also see a few new terms being bantered about: “élargir l’espace francophone” (being more inclusive of diversity within the francophonie - read: let the francophiles in); “language activation” (opportunities to use the French you already know), and being “franco-curieux” (you may not speak it, but you are open to supporting it) … we’ll see how this evolves…
5. Many of our teachers of French as a Second Language are parents of children attending FSL programs. How can parents, teachers and Canadian Parents for French support each other in bilingual education?
The first step is understanding each our own roles and when to utilize each other best. Teachers need parents to advocate as they can’t when working within the system. Share the information and let the parents do the talking on your behalf.
Whereas, parents need to understand the complexities of the educational system; there is not always an obvious or simple fix to situations. Listen to the teacher, principal and consider why a decision is being made.
As for CPF, we support both parents and teachers. Teachers make up a large portion of our membership. Teachers connect with us to obtain evidence based research and information about best practices, statistics to prove a point or to ask questions before they reinvent the wheel - we can often put them in touch with someone who has already been there or solved that.
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Branchez-Vous & Resource Reviews
WELL-BEING RESOURCES (referred by Danielle Hunter, DDSB)
Identified by the Ontario Ministry of Education in Achieving Excellence: A Renewed Vision for Education in Ontario, promoting well-being, is one of four interconnected goals for education. As language teachers, we play an important role in promoting well-being in all aspects of our practice and have the unique opportunity to embed well-being in the Curriculum through task-based learning (see examples in the “Members Only” section of the OMLTA website: Powerpoint Lesson - J’ai réagi : Fais partie de la solution contre l’intimidation(cycle intermédiaire, français cadre) Lesson Plan : L’égalité dans le sport (cycle intermédiaire, français immersion)
INQUIRY BASED LEARNING (reviewed by Ida Continenza, HCDSB)
IQ: A Practical Guide to Inquiry-Based Learning by Jennifer Watt and Jill Colyer This book gives advice, practical strategies and prepared reproducibles on how to provoke critical thinking, collaborative learning, and self-directed learning which will motivate students to want to learn about a particular issue and see both sides of it. I used this book with Grade 11 Core French, in conjunction with a literature study of Les Misérables by Victor Hugo, on the recommendation of one of my colleagues, Natalie Cook, of the Adult Learning Center of HCDSB.
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Branchez-Vous & Resource Reviews WHY MY STUDENTS USE GOOGLE TRANSLATE (AND, YOURS SHOULD TOO)
By: Philippe Croteau
(Originally posted in the CEFR Barrie BlogSpot)
The first week of school I am showing (or, reviewing with) my students Three years ago, I discovered that GT was available as an app for how to use handheld devices to support their language learning. And, the handheld devices. Since my last run-in with GT, it had evolved. It now first app I will ask them to download is Google Translate (GT). In my class, allowed one to speak in one’s native language, and provided an oral it not only drives language learning, but is the centerpiece to students translation. No text. Moreover, a subsequent function was added which learning how to learn and being cognizant of their learning. As importantly, permitted one to simply point the camera at text in one language and for me, GT is a pedagogical touchstone. How students use this one tool displayed it on screen in an L2! in my classroom lets me know if I am sticking to the evidence-based principles of effective L2 pedagogy (CEFR). Let me explain. My students now had access to a tool that enhanced and accelerated their learning AND their metacognition. For example, one of the first tasks Four years ago, all I knew about language translating software and I assigned to students was to pair up with someone, learn how to say websites was that students could input text in their native language, something (anything) in French, using the voice to voice function, record click a button, and have an assignment written in something resembling themselves saying it (NOT reading it), and come show me. The result French. The nonsensical word order and erudite grammar was always a was a pedagogical masterpiece worthy of a TPA (the old kind, where you dead giveaway, and, the only thing more reliable than my ability to detect could be “excellent”). Students learning what they wanted to learn (being translated work, was another transgression coming across my desk (cart) themselves in French), coming to see me for feedback (while smiling!) within a week. I forbade its use. and then going off to learn more without me telling them to! All the while, students were honing their skills, deciding on strategies that allowed them to learn oral first and only, and discarding unproductive habits.
A variety of high needs in a classroom tend to produce in one an “innovate or die” mindset. I found the GT Camera translate function to be vital in engaging struggling readers in tasks they would otherwise be disengaged (or, disengage themselves) from. I simply added the camera, imperfect as it can sometimes be, to their list of reading strategies. Essentially, the instruction is something like, “point your camera at this and see if you can figure out what it’s saying”. Its output gave enough cues to allow (and, engage) a student in the process of making meaning individually, or as part of a group. Scaffolding!
I no longer have students write things before they learn to say them, and I no longer have students read from a page pretending like they’ve learned how to say something. GT has fit into this new, and, I think, realistic paradigm. If something is handed in to me now, which I judge to be “not their work” (like the GT generated hot mess of yore), it more likely means something has to change about what I asked that student to do, or what that student expected L2 learning to be. Of which, both can and should take ownership. In this way, all tech integration, not only the GT tool, makes CEFR ideas a tangible reality in our classrooms.
About Philippe: Usually teaches grades 6,7 and 8 Core French in SCDSB public schools and loves it. He has a Twitter @pcroteauirt, where his opinions are his own. Speaks Japanese (B1), German (A1) on top of the English and French. Also, he enjoys long walks on beaches and ice cream.
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Branchez-Vous & Resource Reviews
BOURSE POUR LES ENSEIGNANT(E)S DE FRANÇAIS LANGUE SECONDE OU AUTREMENT DIT, “FREE MONEY & FUN FOR FRENCH TEACHERS”
Qui n’aime pas recevoir l’argent pour s’amuser dans la ville capitale, avec mettant une grande emphase sur la technologie numérique – les liens, les des nouveaux amis pour apprendre davantage des stratégies pratiques applications, les logiciels, les plateformes pour appuyer l’apprentissage de et efficaces sur la technologie, la culture et les 4 savoirs dans la salle de nos apprenants d’une deuxième langue. classe? On a passé plusieurs jours au labo des ordis où Glenn Cake et les Hartnell En tant que la soi-disant « experte-résidente » du cours d’été pour des nous ont démontré plusieurs plateformes et logiciels gratuits et comment enseignant(e)s de F.L.S. (français langue seconde) à l’université d’Ottawa les intégrer pour enrichir nos programmes de FLS pour engager et pour deux semaines chaque été, ma collègue talentueuse m’a proposé augmenter les compétences de nos élèves. On nous a montré: Fresh de rédiger cet article pour promouvoir le cours d’été d’I.L.O.B. (Institut de Grade, Blogger, Play Posit, Symbaloo, Minecraft EDU, Twitter, Adobe langues officielles bilingues). La capitale nationale m’a attiré en 2012, Spark Video, Puppet Pals, TFO/Idéllo, Voice Record, Graphic Novel, Lexico en 2014, et en 2016 en juillet à ce cours fantastique. La bourse de 1 Comprendre, SeeSaw, Class Dojo, Quizlet, Kahoot, Go Animate!, Voki, 200,00$ ainsi que ma meilleure amie m’ont convaincu de passer ¼ de Socrative, Remind Me App., Triptico, Akinator, Ping pong (app), Google mes vacances d’été à l’Université d’Ottawa – non seulement une fois Add-Ons – Easy Accents, Speech Recognition, Google Story Builder, mais 3 fois! Cette bourse paie au moins les frais d’inscription. Google Drawings, Google Slides, Google Drive, Google Drawings, Lexibar French, Classtools.net, Vocaroo, Quizzizz.com, Edpuzzle.com, goo.gl, Le cours semble d’être mal-promu puisque le nombre d’enseignants French Play Ground (Etienne), Tagxedo, Lyricstraining (karaoke-like), TV5 diminue durant les années. Mais en fait, il y a un kiosque au congrès Monde, Francolab, Speed Dating, Connect 4, Bon Patron, go formative. OMLTA/AOPLV; on envoie les invitations aux conseiller/(ère)s pédagogiques com, Bitly.com, iMovie, Movie Maker, Photorécit (Photo Story), Spotify, le printemps mais il y a un manque d’infos ou au moins une rupture entre lairdutemps.ca, padlet, Prezi, Francolab, et fousdelire.ca. le message et les destinataires. Quant à la culture francophone, grâce à Julie Dessurealt, elle nous D’habitude vers le mi-mai je m’inscris à cet adresse en ligne: https://olbi. a présenté des sites pour les Chansons et Musique: TFO chansons uottawa.ca/EteFLS où on nous demande de payer les frais du cours de pour enfants, Petitestounes - http://www.lespetitestounes.ca/musique/ $1 000. ce qui me seront remboursés par la poste après le cours. Puis Dansl’airdutemps.ca, lyricstraining, http://www.lactualite.com/culture/ ça y est - je suis inscrite. La prochaine chose c’est de décider où il faut carte-interactive-le-quebec-en-chansons/ ; Histoires: Musée du Château demeurer. La plupart des enseignants reste au résidence ce qui est très Ramezay, TFO (Idéllo) – Le rêve de Champlain, La Passion d’Augustine commode, pas cher, mais chaud durant l’été. (film historique);Régions et Tourisme - https://www.quebecoriginal.com/ fr-ca ; Vous me demandez pourquoi ai-je passé 2 semaines de mes vacances à Contes, Légendes et littérature: Francolab; Bandes-dessinées: http:// l’école? Il y a plusieurs raisons. C’est une quinzaine de jours très riches quebeccybercomic.ca/ ; http://hivernucleaire.cabfolio.com/ Expressions du point de vue culturelle, pédagogique, et sociale. idiomatiques: http://www.tv5monde.com/cms/chaine-francophone/ lf/Tous-les-dossiers-et-les-publications-LF/Les-expressions- Premièrement, demeurer dans la capitale nationale est excitant et imagees-quebecoises/p-9278-Expressions-imagees-quebecoises. m’offre un changement de vie quotidienne. Nous visitons autant de sites htm ; http://www.tv5monde.com/TV5Site/publication/galerie-236- touristiques et culturelles avec les autres enseignants tels qu’une visite 1-Donner_sa_langue_au_chat.htm , http://www.je-parle-quebecois. guidée au Parlement, la Relève de la garde, Rideau Hall, le Spectacle de com/ et http://www.mtlblog.com/2016/04/commonly-used-quebec- Son et de Lumière à 10 h le soir devant l’ Édifice du Parlement, le musée french-expressions-translated-to-english/# . Julie nous a tant inspiré, des beaux-arts du Canada, le Musée de la Nature, Le Musée canadien de avec ses classes et des idées formidables. la Guerre, la Promenade hantée (gratuite avec notre carte EDVANTAGE), le festival de Jazz, la Danse Salsa, un voyage sur la Croisière Outaouais, Les représentants des associations professionnelles (OMLTA, CASLT, ACPI des films français, le Yoga devant l’Édifice du Parlement, Chinatown, et le et CPF) nous ont expliqué comment ils peuvent nous appuyer dans nos marché ByWard. Oui, c’est 2 semaines bien remplies! rôles des enseignants de FLS.
A part de jouer le touriste, je profite en me perfectionnant dans la Vers la fin de cours nos collègues ont partagés leurs passions et leurs pédagogie. Durant cette formation on nous expose entre 9 heures le idées avec nous dans une session très variée de « non-conférence ». matin et 16 heures l’après-midi aux approches neurolinguistiques, Cet après-midi-là on a vu des marion- nettes, des danses, de la Fête actionnelles et communicatives basées sur les recherches sur le cerveau. du drapeau franco-ontarien, des codes QR, de l’heure génie, des arts On nous présente les façons efficaces pour améliorer l’apprentissage visuels, du Thai chi, de Smart Notebook, de magie en mathématiques, des dans nos classes et pour concentrer sur la compréhension orale – chansons en français, de Google My Maps, d’une Journée des arts, du l’écoute, la production orale – le parlé, la compréhension de l’écrit, la Ciné-pub, J’aime le français, de Chez Mimi, de l’Apprentissage par jeu, de production à l’écrit, l ’interaction orale, l’interaction écrite, le CECR, en monter un blogue, et de faire des petits livres culturels.
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Branchez-Vous & Resource Reviews
BOURSE POUR LES ENSEIGNANT(E)S DE FRANÇAIS LANGUE SECONDE OU AUTREMENT DIT, “FREE MONEY & FUN FOR FRENCH TEACHERS” - CONT’D dans une session très variée de « non-conférence ». Cet après-midi-là on a vu des marion- nettes, des danses, de la Fête du drapeau franco-ontarien, des codes QR, de l’heure génie, des arts visuels, du Thai chi, de Smart Notebook, de magie en mathématiques, des chansons en français, de Google My Maps, d’une Journée des arts, du Ciné-pub, J’aime le français, de Chez Mimi, de l’Apprentissage par jeu, de monter un blogue, et de faire des petits livres culturels. On nous présente les façons efficaces pour améliorer l’apprentissage dans nos classes et pour concentrer sur lac ompréhension orale – l’écoute, la production orale – le parlé, la compréhension de l’écrit, la production à l’écrit, l ’interaction orale, l’interaction écrite, le CECR, en
Avec ces collègues doués et talentueux, il valait la peine de créer les réseaux sociaux sur Facebook pour rester en contact. Et maintenant après avoir appris quelques unes de leurs forces, j’aurai toujours ces liens professionnels avec les nouveaux amis-experts de mon cours de uOttawa Summer University for FLS Teachers. Photo credit: Antonia Cetin
On est reconnaissants de nos professeurs: France Dupuis, Jennifer Boudewyn, Glenn Cake, Amanda Boden et Kurtis Hartnell, Antonia Cetin, Denis Cousineau, Julie Dessurealt, Johanne Proulx, notre directrice: Lise Bazinet et notre organisatrice: Antonia Cetin - juillet, 2016. Et maintenant vous savez comment passer ¼ des vacances estivales de 2017 si vous voulez voir Ottawa de près, devenir plus à l’aise avec la technologie numérique, la pédagogie, le CECR, les arts, et la culture francophone. Je vous encourage de s’inscrire: https://olbi.uottawa.ca/EteFLS ! Sharon Mather, 09/2016
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The Last Word/ #OMLTA motfinal Identified by the Ontario Ministry of Education in Achieving Excellence: A Renewed Vision for Education in Ontario,promoting well-being, is one of four interconnected goals for education. As language teachers, we play an important role in promoting well-being in all aspects of our practice and have the unique opportunity to embed well-being in the Curriculum through task-based learning (see examples in the “Members Only” section of the OMLTA website).
“Children and students who have strong relationships and a positive sense of self – and who can understand and manage their own health and emotions – are in a better position to reach their full potential in the future. Their sense of well-being supports their learning because it makes them more resilient and better able to overcome challenges. Ontario’s education system needs to help students build the knowledge and skills associated with positive well-being and become healthy, active and engaged citizens.”
Achieving Excellence: A Renewed Vision for Education in Ontario
To support well-being in Ontario schools, the Ontario Ministry of Education recently released Ontario’s Well-being Strategy for Education: Discussion Document / Stratégie ontarienne pour le bien-être en milieu scolaire , outlining four key components at the foundation of the strategy: Positive Mental Health; Safe and Accepting Schools; Healthy Schools, and; Equity and Inclusive Education.
Within this Strategy, Well-being is defined as “[…] a positive sense of self, spirit, and belonging that we feel when our cognitive, emotional, social and physical needs are being met. It is supported through equity and respect for our diverse identities and strengths.” How do you promote well-being in your learning environment? Have the ‘Last Word / mot final’ - Using the hashtag #OMLTAmotfinal, share your ideas with your colleagues!
These documents are posted under the ‘Members Only’ section of OMLTA’s website
PLEASE NOTE OUR NEW ADDRESS! Facebook: www.facebook.com/OMLTA (our phone number remains the same)OMLTA/AOPLV Twitter: www.twitter.com/OMLTA 71 George Street Phone: (519) 763-2099 We welcome your contributions, comments, feedback, and Box 268 Website: www.omlta.org ideas. Be a part of Communication! Email the Editor directly: Lanark, ON Email: [email protected] [email protected] K0G 1K0 30 A LA PROCHAINESave !the date! Soyez des nôtres ! ¡No se lo pierdan! Seien Sie dabei! Un’occasione da non perdere! Não percam esta oportunidade! March 31-April 1, 2017
OMLTA Spring Conference 2017 Congrès de printemps Respect, exploration, innovation Same location, fresh new look! Come and see the newly renovated International Plaza Hotel, soon-to-be rebranded and redesigned as the Delta by Marriott Hotel (655 Dixon Road, Toronto Airport).
Featuring workshops on how to best infuse equity and inclusive education into our second language classrooms, a full day of workshops for International Languages teachers, purposeful and relevant information on First Nations, Métis, and Inuit teachings in the context of our second language classrooms, all of your favourite vendors, and much more!