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K12 French Languepremiere Pdf A Policy for French First Language Education in Newfoundland and Labrador Government of Newfoundland and Labrador Department of Education - Division of Program Development Authorized by the Minister of Education June 1991 ACKNOWLEDGMENT The Department of Education would like to extend its appreciation to all those who contributed to the development of this document. The Department would also like to thank the other provinces for their willingness to help in developing our policy. A Policy for French First Language Education in Newfoundland and Labrador Table of Contents Preamble 1 The French School - Definition 3 Role of the French School 5 Characteristics of the French School 7 Fundamental Principles 9 Guidelines for Curriculum Development 13 Access and Eligibility 17 Bibliography 19 APPENDIX 1 H istorical O verview - T he French School in Newfoundland i APPENDIX 2 De molin g u is tic P ro file - F ra n c o p h o n e P o p u latio n in Newfoundland vii APPENDIX 3 Section 23 - M inority Language Education Rights xv Preamble Nature of the Document The purpose of the present document is to establish a policy framework for French first language education in the province of Newfoundland1. This framework allows for the formulation of an educational policy which is to serve as a blueprint for French schools2. Role of an Educational Policy An educational policy reflects the educational ideology of a structure such as the French school, presents the philosophical and pedagogical foundations of such a structure and outlines its m ajor objectives. These global objectives guide the curriculum planning process and lead to the identification of more concrete objectives which in turn help determine appropriate classroom applications. This docum ent, then, will first define the French school and its role, and describe its characteristics. Next, some fundam ental pedagogical principles related to the French school will be set forth, followed by guidelines for curriculum developm ent. 1 The term Newfoundland throughout this docum ent designates both Labrador and the island; it is also the name of the province according to the "Terms of Union" of 1949. 2 In this document the word school means an educational institution where students receive instruction. It may take one of several forms including: one or more classrooms, a floor or w ing of a building, or a building. 1 The policy elaborated in this docum ent m ay well present an idealized picture of the Newfoundland French school. It is felt, however, that only a theoretical model which is very specific and precise can adequately explain the role of the French school. A precise conceptualization of what the French school should be is necessary in order to establish an overall plan which deals with both the adm inistrative and pedagogical implications of French first language education. The plan of action will, however, take into account num erous factors including the availability of human and financial resources. The socio-cultural situation of the learner m ust also be considered when making decisions of both a pedagogical and an administrative nature. It must be recognized that each francophone com m unity in N ewfoundland will need a unique variation of the proposed model in order to preserve and develop the French language. Because of the diversity of socio-cultural situations, instruction in a given French school should be able to be adapted to accord with the linguistic and cultural characteristics of its clientele. Nevertheless, the overall linguistic and cultural objectives will be consistent for all French schools in the province. In summary, the present French first language education policy sets out the philosophy and the highlights of a plan for a French first language program, but also recognizes that there must be a certain flexibility in order to enable communities to attain all of the objectives of the Newfoundland French school. 2 The French School Definition A Newfoundland French school is an educational institution whose very essence is francophone. All activities are conducted in French. The atm osphere and the spirit of the school em body the francophone heritage of which it is a product, as does its very structure. It is a vehicle of French Canadian culture. In a French school, instruction is in French and a French first language curriculum is used.1 French First Language Curriculum - definition A French first language curriculum is designed for francophone students. All subjects are taught in French with the single exception of English. 1 adaptation, Landry, R. et Allard, R. (1988) and Saskatchewan. (1989). M inistère de l'Éducation. 3 4 The Role of the French School Goal of the French School The Newfoundland French school seeks to attain the goals of education as formulated by the province.1 Generally, the school's goal is to educate all students to lead productive, fulfilling lives in a global environm ent. The French school, especially in a m inority language situation, has the additional mandate of maintaining and developing the French language skills and the cultural heritage of this m inority. Objectives of the Newfoundland French School The Newfoundland French school seeks to: ! offer a quality education ! facilitate the intellectual, affective, psychom otor, artistic and moral development of the learner ! allow the learner to m aster French as a first language, in both its oral and written form s ! stim ulate and strengthen the learner's sense of cultural and linguistic identity as a francophone ! serve as a cultural centre for the French Newfoundland com m unity ! reinforce the learner's sense of belonging to the immediate francophone com m unity, as well as to that of Canada and of the world ! provide the learner with the opportunity to develop a good knowledge of the history of the French Canadian people ! allow the learner to master English as a second language 1 Newfoundland and Labrador D epartm ent of Education, The Aims of Public Education for Newfoundland and Labrador, rev. ed (St. John's: Queen's Printer, 1984), pp. 6-7 5 ! deepen the learner's knowledge and appreciation of the language and culture of English Canada in the com m unity, the province and other provinces ! deepen the learner's knowledge and appreciation of the multicultural nature of Canada 6 Characteristics of the French School ! the curriculum is one designed for francophones in a m inority situation ! French is the language of com m unication throughout the school, from the classroom to the administration offices ! teachers and administration personnel are francophones ! school activities and extra-curricular activities are conducted in French, so as to create a francophone atmosphere ! French Canadian cultural activities are an integral part of the school program ! the school encourages parental participation in school matters ! the school creates and maintains close ties with the francophone com m unity of the immediate vicinity as well as with other francophone communities ! instruction is offered on distinct prem ises provided for this purpose; this may be one or more classrooms, a floor or a wing of a building, or an entire building. 7 8 Fundamental Principles Instruction in a French school is based on certain fundamental principles which give direction to the academic program and help ensure the success of the school. 1. Language proficiency is an important aspect of the French school. The pedagogical approach used aims at a maximal developm ent of the first language, French in both its oral and written forms, as well as a high level of com petence in the second language, English. 2. The French school accords priority to the French language as - the prim ary language of instruction - a vehicle for the transm ission of French Canadian culture - the language of com m unication internally and externally 3. The French school promotes additive bilingualism for Newfoundland francophones. Additive bilingualism seeks to develop a high level of proficiency in French and to enrich the learner's French language abilities through the acquisition of a second language, English. Additive bilingualism is characterized by "the addition of a second language with no loss at the level of the mother tongue". (Lambert, 1975) Reductive bilingualism, which is to be avoided, is characterized by gains in the second language only at the expense of the first language. The degree of bilingualism attained depends on both schooling and the socio-institutional situation and may vary from one francophone community to another. Nevertheless, it is important that, in all cases, emphasis be put on additive bilingualism. 4. In teaching French, one seeks to help the learner develop the language skills which are essential for good oral and written com m unication. Because the French language is an instrument of com m unication used in different situations, an integrated approach to teaching, one centred on communication, is recommended. "Learning one's m other tongue does not consist solely (nor prim arily) in m astering the vocabulary and the grammar, but in understanding and producing messages in order to be able to communicate. To reduce the language to a non-functional object of study and to place value only on the norm is to put in place methods which at this level, become additional factors leading to assimilation." - Lentz, F. (1985) 5. The school must promote the cultural identity of the francophone com m unity. Cultural identity may be defined as an awareness of the value of the individual as a francophone, and of the importance of his or her contribution to society. Culture is transmitted through the atmosphere of the school and through the pedagogical models which together encourage the active participation of the learner in the process leading to an assum ption of his or her cultural identity.
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