The Canadian Association of Second Language Teachers L’Association canadienne des professeurs de langues secondes
February | février 2010 Vol. 29, No. 1
ConBaT+ Project 7 for L2 Teachers
CASLT 40th 14 Anniversary Quiz
Tell Me a Story— 18 Using Story as a Context for L2 Instruction
Le point sur les 20 stratégies d’apprentissage du bon apprenant de langues
DELF Implementa- 22 tion: Why and How?
Wai-Ling Lennon and Farida Garrett, 9 Presidents of SLIC, Alberta Language Leaders
Contents • Sommaire
February | février 2010 Features • Articles vedettes Vol. 29, #1 18 Tell Me a Story — Using Story as a Context for The Canadian Association of Second L2 Instruction Language Teachers (CASLT) 20 Pour un meilleur enseignement des L2: Le point sur les L’Association canadienne des professeurs stratégies d’apprentissage du bon apprenant de langues de langues secondes (ACPLS) 22 DELF Implementation: Why and How? 300-950 avenue Gladstone Avenue, Ottawa, Ontario K1Y 3E6 1-877-727-0994 • www.caslt.org Departments • Thèmes récurrents Editor • Éditeur 3 President’s Message • Message de la présidente Anthony Orlando – [email protected] CASLT Staff Contact • Responsable 3 Executive Director’s Update • Mise à jour de la Directrice générale de la publication Sarah Du Broy – [email protected] CASLT News • Nouvelles de l’ACPLS Board of Directors • Conseil 4 NC and Staff News • Nouvelles du CN et du personnel d’administration 5 Professional Development • Développement professionel Valerie Pike, Michael Salvatori, Hilaire Lemoine, Sharon Lapkin, Cynthia Lewis, Wendy Carr, Caroline 6 Research • Recherche Turnbull, John Erskine 8 Teaching Resources • Ressources pour enseignants National Council • Conseil national The CASLT Community • La communauté de l’ACPLS BC: Sandi Kostur – [email protected] AB : Valerie Leclair – [email protected] SK : Roxanna Smycniuk - [email protected] 9 A Key Partner for CASLT • Un partenaire important pour l’ACPLS MB: Krystyna Baranowski – [email protected] 10 Partners’ Postings • Nouvelles des partenaires ON: Maureen Smith – [email protected] 12 Language Champions • Les champions des langues QC: Stéphane Lacroix – [email protected] NB: Léo-James Lévesque – CASLT Members’ Corner • Le coin des membres de l’ACPLS [email protected] NS: Anthony Orlando – [email protected] PE: Monica Rafuse – [email protected] 13 Member Benefi ts • Les avantages de l’adhésion NL : Glenn Cake – [email protected] 14 Quiz for the 40th anniversary • Quiz pour le 40e anniversaire YT : Sandra Henderson – [email protected] 16 New on www.caslt.org • Des nouveautés sur www.caslt.org NT: Jean Marie Mariez – [email protected] Teachers’ Lounge • Le coin des professeurs NU: Léonie Aissaoui – [email protected] 25 Légal Deposit Number • Numéro de dépôt légal Ask an Expert • Demander l’avis d’un expert ISBN/ISSN D680889 26 Tech Talk • Parlons technologie 27 What’s New in Resources • Nouvelles ressources pédagogiques Publication Mail Agreement No. 40846073 28 Teaching FLS Tips • Conseils pour enseigner le FLS Copyright • Droits de reproduction 29 For Your FSL Students • Pour vos élèves de FLS CASLT authorizes the subscribers of Réfl exions to 30 reproduce articles on the condition that the author’s For Your Ukrainian Students • Вашим українським учням name, the name of the journal, as well as the volume 32 Upcoming Language Conferences • Conférences à venir and number are clearly identifi ed on each page of the copies. • L’ACPLS autorise les abonnées de Réfl exions à reproduire les articles à condition que le nom de l’auteur et de la revue, ainsi que le volume et le numéro soient clairement identifi és Editor’s Picks • Les choix de l’éditeur sur chaque copie. Réfl exions is once again packed with features, tips, links, and Anthony Orlando Disclaimer • Désaveux good news! We are passionate about our work as L2 educators and we Opinions expressed by authors are their own work hard to promote L2 acquisition. As professionals, we know the benefi ts of sharing. and not necessarily those of the Board of Directors We also work together as members of a cooperative and collaborative team. In this issue, of CASLT. • Les articles publiés réfl ètent l’opinion des auteurs et non forcément celles du Conseil I strongly recommend reading Ryan Vickers’ article on Des chiffres et des lettres (part two). d’administration de l’ACPLS. I watched this game show on TV5 before Christmas and it was just as amazing as the last Use of the masculine in this publication is generic time I saw it in France 25 years ago. I also recommend Lesley Doell’s article on the DELF and applies to both men and women. • L’utilisation experiments in Alberta. In another issue, you will learn about the DELF in Nova Scotia. du masculin dans cette publication pour désigner We need to be aware of what is happening in the different provinces and how it will fi t in des personnes renvoie aussi bien à des femmes qu’à with the CEFR and LP. We welcome your comments. Bonne lecture! •••••• des hommes.
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 2 President’s Message • Message de la Présidente
By Valerie Pike l’élaboration de modèles de programmes to nominate deserving recipients. The H.H. n January, de mentorat destinés aux enseignants L2. Stern Award recognizes a language teacher CASLT Vice- Nous avons présenté et discuté les principes who demonstrates innovative classroom President, de programmes effi caces de mentorat dans practice, and it provides grant support I le contexte de l’enseignement d’une langue, to assist the recipient in furthering second Michael Salvatori, Executive Director, et l’ACPLS va maintenant explorer des language innovation. The deadline is Nicole Thibault, façons de faciliter le mentorat pour appuyer 31 March and we welcome your and I met with les enseignants de langues. nominations. CASLT also provides bursaries to its members to attend the Honourable James Moore, Minister Afi n de faire vivre « la semaine de la langue conferences, symposia, or other events. of Canadian Heritage and Offi cial française », l’ACPLS publie un document Please encourage CASLT members in Languages. We discussed CASLT’s qui apporte de nouvelles idées visant your network to pursue this opportunity. mandate and role in language education à célébrer la culture francophone. Ce in Canada, and key areas for development. document sera disponible en mars et We encourage you to stay connected to We appreciate the invitation to meet on vous propose des activités pour CASLT. Our Web site features podcast with the Minister and his staff, and look découvrir les drapeaux de la francophonie and video clip series highlighting current forward to further collaboration. canadienne, des artistes et des olympiens L2 research, and our monthly newsletters En février, des coordonnateurs linguis- francophones. D’un bout à l’autre du pays, inform members and stakeholders of tiques, des consultants et des représentants célébrons tous la francophonie! trends in language education. We are eager to hear from you – please keep us apprised ministériels se sont réunis à Ottawa pour Opportunities for bursaries and awards are of your activities! •••••• participer à une séance de travail sur provided each year, and we encourage you Executive Director’s Update • Mise à jour de la Directrice générale
By Nicole Thibault assessment to help identify their strengths (University of Ottawa), Simon Fraser e are proudly and areas for growth, and by school University, UBC, and the West Point Grey celebrating principals to guide them in their hiring Academy will coordinate two-day working 40 years of practices and in identifying specifi c PD sessions with Professor Daniel Coste W opportunities of interest to their teachers. of France. CASLT with our theme: “Looking Back, Moving CASLT working committees have met to Also this spring, CASLT will convene Forward.” CASLT has develop an Administrator Leadership Folio an advisory committee of stakeholders grown in many ways in Series as well as workshop sessions to interested in key questions related to the the last ten years. We are now reaching out increase awareness among new teachers of validation of language portfolios in Canada, and serving over 5,000 members! the support resources available to them such the calibration of existing assessments to We have identifi ed two areas of focus to as the À vos marques, prêts, partez! the CEFR, and program profi ciency outcomes. And fi nally, CASLT has proposed better serve new teachers and those new to We have a busy spring ahead of us! to the departments of education in each teaching L2, as well as to better reach out to A reminder to all members to consider province and territory the need to establish school leaders and administrators to help attending the CCERBAL Colloquium, Pan-Canadian Coordination Networks for them better support the L2 teachers and this year entitled Individual Plurilingualism a Common Framework and Portfolio for programs in their schools. and Multilingual Communities, 29–30 April Languages to increase communications and 2010. Jim Cummins is a confi rmed The CASLT Profi le of the Pedagogical, support among leaders in this important Keynote Presenter. Linguistic, and Cultural Competencies of L2 innovation. Effective FSL Teachers can be used by both CASLT continues to support the importance And so much more planned for this coming of these target audiences. During the of the Common Framework and Portfolio school year! Get ready for 40 more years of mentoring/coaching session held in February for Languages for the Canadian L2 context. CASLT working and leading on behalf of L2 in Ottawa, we discussed how this tool can In late May 2010, CASLT along with the teachers across Canada! ••••• be used both by new teachers for a self- Embassy of France in Canada, OLBI
3 www.caslt.org • Promoting the advancement of second language teaching and learning NC and Staff News • Nouvelles du CN et du personnel
CASLT Welcomes New National Council Representatives
ASLT welcomes new National teaching Ukrainian and French, which Council (NC) representatives for Sandi Kostur is included an internship in Ukraine teaching CAlberta (Valerie Leclair), for British the new National FSL. She has taught elementary and Columbia (Sandi Kostur), and for Council Rep. for middle school Ukrainian in Dauphin, Saskatchewan (Roxanna Smycniuk). British Columbia Manitoba as well as Grade 1-8 Core French Valerie has been an L2 educator for at St. Luke School in Saskatoon since 2003. 23 years from grades K–12. She has been She has also worked on the board of SATF a classroom teacher, second languages since 2006 as editor of the their bulletin. Sandi began teaching in Saskatchewan, department head, and consultant. She is where she taught early French Immersion currently the Program Coordinator for to students from grades 2–8 in Regina French programs at the Institute for Roxanna public schools. She has lived in BC for the Smycniuk is the Innovation in Second Language Education past 15 years. There, she has taught late new National (IISLE) at Edmonton Public Schools. French Immersion to elementary and Council Rep. for secondary students, and Spanish at the Saskatchewan Valerie Leclair: secondary level. She has worked on New National numerous committees and projects at the Council Rep. for district and provincial levels, on topics CASLT’s NC consists of volunteer Alberta such as examinations, the CEFR and representatives from each province and the ELP, literacy and implementing territory supporting CASLT activities and visual arts in the L2 classroom. She is initiatives in their region. They provide Valerie provides leadership to French, and currently the International Languages liaison between the Association and the International and Aboriginal languages Helping Teacher for the Surrey School members in the provinces and the programs. She serves as a Canadian Parents District. She is the president of the BC territories. They attend provincial/ for French (CPF) President and Past- Association of Teachers of Modern territorial language association meetings President. Valerie served on the Second Languages (BCATML) and the President in a liaison role, represent CASLT at Language and Intercultural Council (SLIC) and Treasurer of the Surrey Association provincial/territorial language conferences as Co-Director of the 2004 conference, and of Teachers of Modern Languages. or events, support communication and participate in CASLT programs and was recently a member of the Executive for Roxanna has been teaching second activities underway in their region, CASLT’s Languages Without Borders languages for most of her teaching career. and encourage membership recruitment conference as the Program Co-chair. As a university student, she studied and retention.••••• CASLT Staff: Who to Contact for What
Membership Development Web-based Education Offi cer Communications and CASLT staff photos by Suzanne Boulanger and Financial Offi cer Publications Offi cer Gilles Côté Louise St-Amand Sarah Du Broy [email protected] [email protected] [email protected] Suggestions, comments related All membership issues, booking to our Web sites: www.caslt.org Submissions to CASLT publications; a professional development and www.langcanada.ca online newsletter and Réfl exions session, fi nances
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 4 Professional DevelopmentCASLT • Perfectionnement News • Nouvelles professionel de l’ACPLS
CASLT Chez Vous – Halifax, N.S. Tony Orlando, By Sonja Stuart and Tony Orlando motivated professionals were doing and it Diane Walker, provided them with new ideas. Evaluations Tara Shahparaki, ASLT once again pioneered a new later revealed that all participants Sonja Stuart, and venture. On 8 May 2009, Sonja Stuart, appreciated the day and that everyone left Stéphane Lacroix CVice-President of the Nova Scotia inspired, refreshed, and grateful. CASLT’s Language Teachers Association, worked with mandate is to promote second language CASLT to provide a CASLT Chez Vous (CCV) acquisition, and in doing so, it seeks out for ESL professionals working for the Halifax partners. The Halifax Regional School in October when it sponsored Jim Howden Regional School Board. CASLT provided two Board was more than willing to sponsor as the keynote speaker and workshop leader experts in the fi eld of ESL: Tara Shahparaki the ESL PD day by partnering with CASLT. for the annual PD day offered by another from Ottawa and CASLT National Council The Board gave permission for its ESL CASLT partner, the Nova Scotia Language Representative for Quebec, Stéphane Lacroix. professionals to attend the session and Teachers’ Association. covered their registration fees. The 24 participants spent a fully charged day N.B. If you are not familiar with CCV, CASLT receiving top-rate, professional development The event also raised awareness of the offers many possible sessions. To organize a (PD). Ms. Shahparaki shared how ESL importance of the work done by teachers CASLT Chez Vous in your region, contact our is addressed in many districts and provinces who work with students by providing ESL national offi ce at [email protected]. If you (student evaluation, teacher support, support in the public school system. A clear are looking for more information, a thematic statistics, etc.) and Mr. Lacroix presented message was sent out that more PD was training menu will soon be published ESL teaching strategies. The session necessary. CASLT responded to this need reaffi rmed the good work that these highly in Réfl exions. •••••
Developing Models of Mentoring/Coaching Programs Designed for L2 Teachers – A New CASLT Initiative n response to recommendations made in mentees, and the conditions required for • Increasing awareness of the existence the report entitled Profi le and Pathways: successful programs. The session also of these supports through teacher ISupports for Developing FSL Teachers’ underlined the importance of the newly federations and partner organizations, Pedagogical, Linguistic, and Cultural distributed CASLT Profi le of the Pedagogical, thereby increasing their use by Competencies, CASLT hosted an opportunity Linguistic, and Cultural Competencies of mentors/mentees; for dialogue among key stakeholders to Effective FSL Teachers as a key tool to be used • Supporting mentoring/coaching sessions consider models for implementation of during mentoring/coaching sessions to guide occurring in school districts. mentoring/coaching programs to support the dialogue between mentors and mentees. Participants agreed that an electronic network our L2 teachers. The participants were asked to identify or moderated forum should be established to The session, held in Ottawa on 3 February, what they believed was the role of a national encourage communications and collaborations. was facilitated by Joanne Robinson and association, such as CASLT, in supporting CASLT will begin by setting up a listserv for based on the model introduced and supported mentoring/coaching initiatives already participants. Our sincere thanks to Joanne by the Ontario Principals’ Council (OPC). underway in school districts. An initial Robinson for sharing her insights and Forty second-language leaders attended action plan was drafted and will be brought experiences with us and we look forward to the session, representing a range of ministry forward to the CASLT Board of Directors for expanding our support in this particular area of education directors of programs, school consideration. Some key ideas shared included: in the coming months. ••••• district language coordinators, consultants and • Adapting existing materials on resource teachers, as well as representatives mentoring/coaching and adding specifi c from university faculties of education and L2 components to help guide mentors/ language centres. Joanne mentees in this area during their sessions; Robinson This introductory session clarifi ed the • Better informing administrators of the facilitated differences between mentoring programs L2 specifi c needs; the session and coaching sessions, the individual • Guiding mentors of expectations for responsibilities of both the mentors and the mentees related to L2 specifi c needs;
5 www.caslt.org • Promoting the advancement of second language teaching and learning ResearchCASLT News • Recherche • Nouvelles de l’ACPLS
Past Panorama CASLT ESL/ALS Teacher Survey Research Reports By Leif French characteristics of ESL/ALS teaching in Canada, particularly in francophone and Are Available On econd language teaching is, without multi-ethnic communities where English is a www.caslt.org a doubt, a challenging profession, second, school language. It is anticipated that Sand teaching English as a second the survey results will refl ect the most urgent Are you a FSL teacher? If so, you’ll language (ESL)/Anglais langue seconde and critical needs of ESL/ALS teachers across want to read CASLT’s 2008 and 2009 (ALS) in Canada has its own particular the country. The results will then serve as a research reports available for challenges. Consequently, CASLT conducted means of developing an action plan to free download: a national, online survey of ESL/ALS address the challenges currently faced by www.caslt.org/what-we-do/what-we- teachers’ perspectives. ESL/ALS teachers in Canada. do-research-catalogue_en.php. Funded by the Department of Canadian The survey was available online from The 2008 report, entitled The Relative Heritage and supported by SPEAQ and 11 January to 19 February. The main results Effectiveness of Different Core French TESL New Brunswick, this survey is of the survey as well as the fi nal ESL/ALS Delivery Models, summarizes research intended for in-service ESL/ALS teachers, Teachers’ Perspectives report will be on the effectiveness of different FSL who teach in provincially recognized ESL/ available at CASLT AGM in September 2010. program delivery models in Canada. ALS programs in K–12 private and public For additional details, contact the project’s schools across Canada. CASLT’s 2009 report, entitled Profi le Principal Investigator, Dr. Leif French, and Pathways — Supports for The main goal is to attempt, for the very Université du Québec à Chicoutimi at Developing FSL Teachers’ Pedagogical, fi rst time, to draw a unique picture of the [email protected]. ••••• Linguistic, and Cultural Competencies, summarizes research on the supports for developing FSL teachers’ pedagogical, linguistic, and cultural competencies in Canada. The report also provides information on a variety of current initiatives and activities related to the development of second language skill and knowledge. Are you unhappy with……………. Tour companies that change your travel dates at the last minute? Change your flight arrangements? Change your If you wish to purchase a hard copy of itinerary? Combine your group? Rush the itinerary? Don’t present honest and inclusive prices? Bad hotel location? either report, they cost only $12.00 for Poor meals and charged extra for drinks? Unprofessional, inexperienced tour guides? Being passed from department to department for a simple enquiry? members or $15.00 for non-members: www.caslt.org/what-we-do/ Travel your way…………………………. With Prometour you really do Travel Your Way. All tours are private, and customized both to your needs and around what-we-do-resources-boutique_ your curriculum. You choose your dates, destinations, hotel quality and your tour content and we do the rest. You have en.php?intCategoryID=13. If you one expert Tour Project Manager working on your trip for you from initial planning, through to departure and post trip have any questions about how to order evaluation. Our offices in Montreal, Paris and Malaga will help you customize your next tour to Canada, Europe, Latin America and China! a CASLT research report online, email [email protected]. ••••• Learn the language……………….. In addition to tours we offer an unrivalled selection of Spanish and French language immersion programs including host family accommodation, an ideal way for advanced students to improve their language skills and enhance their understanding of history, culture and local customs. Furthermore, we organize reciprocal school exchange programs with likeminded high schools in France and Spain.
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Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 6 CASLT News Research• Nouvelles • Recherchede l’ACPLS
will be completed in 2011, the materials will ECML News — be compiled in a kit and distributed by ECML. These materials will be developed in three ConBaT+ Project for L2 Teachers languages – English, French, and Spanish – By Peter MacIntyre are undertaken in co-operation with the to facilitate educational activities at primary Offi cial Languages and Bilingualism Institute and secondary levels. Both students and ercé Brenaus, one of my colleagues (OLBI) at the University of Ottawa. The ECML teachers will become more aware of the from Barcelona, informed me that and the OLBI are partners on six projects, as languages around them by integrating she was leading a project and asked M outlined by Nicole Thibault in a previous issue languages into standard content subject if I would be interested in joining her project of Réfl exions. areas; for example, biology, geography, team. The team is developing educational history, and art. A wide variety of topics materials for teachers and students, with My role in ConBaT+ is to be a Canadian are being covered among the 18 sets of a focus on content-based teaching and expert working with the ECML team. materials, including animal reproduction, plurilingualism. I met Mercé a couple of Over the years, my research colleagues the art of Japanese calligraphy, motion in times, and her outstanding teaching and and I have published articles on language the ocean, politeness, fractions, fairy tales, researching skills impressed me. I agreed attitudes, motivation, and the willingness yogurt parasites, and children’s rights. to join the team. Looking back, I realize that to communicate in the second language. when I agreed to participate, I did not have Promoting positive attitudes toward In addition to Mercé Bernaus, the project a full appreciation of the breadth and scope plurilingualism and the use of several team includes Sofi e Jonckheere (Belgium), of what the project involves. languages is also one of the project’s goals. Áine Furlong (Ireland), Martine Kervran (France), and associated partner Fernando The project is called “ConBaT+,” based on The ConBaT+ project involves teachers from Trujillo (Spain). Well over a dozen teachers the proposition that content-based teaching across Europe who are developing and testing are actively developing materials and will be can be enhanced by activities promoting materials for classroom use. The materials an important part of disseminating the results plurilingualism and pluriculturalism in the will provide content lessons with added of the project within their own networks. classroom. There are a number of similarities language and cultural dimensions. Students Discussions are underway to bring the core between content-based teaching (CLIL – are encouraged to participate in activities that ConBaT+ team to Ottawa, possibly in the fall Content and Language Integrated Learning) will help them practice their languages with of 2010, to further promote the exchange of and the Immersion approach in Canada, their peers, both in their current classrooms ideas and expertise. For further information, which also combines language learning and and in their community. Through highly visit the project Web site: conbat.ecml.at. another content area. ConBaT+ represents interactive workshops and network meetings a variation on the idea of bilingual Immersion held in Graz (Austria), the design of the As Canada is increasingly becoming by facing head-on the challenge of the three-year (2008–2011) project empowers multicultural and plurilingual, learning plurilingual and pluricultural classroom. teachers to use their creativity and expertise to from the European experience will help Incorporating several languages in a full effect. ConBaT+ also connects teachers to Canadian teachers in the long run. In classroom represents both a source of each other, crossing linguistic and national addition, as the CLIL approach takes off, complexity and an interesting opportunity boundaries by working together in developing European educators will learn from the for teachers. the materials. experiences of their Canadian colleagues. ••••• ConBaT+ is one of several projects being Perhaps the most tangible product coordinated by the European Centre for of ConBaT+ will be the educational materials Modern Languages (ECML), some of which that are being developed. When the project
Peter MacIntyre Peter MacIntyre is a Professor of Psychology at Cape Breton University, in Sydney, Nova Scotia. His major research focus examines psychological processes that underlie second language learning and communication. His publications include articles on willingness to communicate, language learning motivation, language anxiety, and personality processes in second language learning. Outside the language area, Peter has conducted research into public speaking anxiety and volunteerism. He has received awards from the Modern Language Association, the International Association for Language and Social Psychology, the Canadian Psychological Association, and others. [email protected]
7 www.caslt.org • Promoting the advancement of second language teaching and learning Teaching Resources • Ressources pour enseignants
À vos marques, prêts, Célébrez la semaine de la langue française à l’école partez! — un guide utile Par John Erskine classe, à l’école et dans la communauté. pour les enseignants Cette année, les activités seront liées à ui dit la semaine de la langue la politique et aux sports ; des thèmes vos marques, prêts, partez! est le résultat française dit non seulement la qui nous touchent comme Canadiens d’une collaboration entre les conseillers langue, mais aussi des cultures Q et Canadiennes, particulièrement pédagogiques divisionnaires du riches et diverses, le francophile, le À parce qu’on fête présentement le Manitoba, la division du Bureau de l’éducation francophone, la francophonie, l’ouverture 40e anniversaire de la loi sur les langues française et l’ACPLS afi n d’appuyer les d’esprit et la motivation. La semaine de offi cielles et nous avons des athlètes qui enseignants débutants et expérimentés en la langue française est une excellente participent aux Jeux olympiques. Vous français de base au Manitoba. Ce guide occasion pour valoriser et célébrer le allez sûrement vouloir consulter la permettra de communiquer plus effi cacement progrès et les accomplissements de version 2010 qui sera disponible au mois avec les enseignants de la province et de mieux vos élèves en français, et de prendre de mars. Les membres de l’ACPLS appuyer l’enseignement de l’apprentissage en conscience de la vie riche et belle qui peuvent voir les activités des années Français de base. Vous y trouverez de s’offre à vos élèves qui apprennent le passées sur notre site web : l’information au sujet de la méthodologie de français. Au Canada, on fête les Rendez- http://www.caslt.org/what-we-do/ l’enseignement, des ressources, des activités vous de la francophonie du 5 au 21 mars publications-french-week_fr.php. culturelles et des occasions de développement en liaison avec la Journée internationale professionnel. Pour commander une copie de la francophonie, le 20 mars. Cette année, soyez parmi les 900 000 (seulement 20 $ pour les membres de l’ACPLS professeurs et plus de 50 millions d’élèves À chaque année, l’ACPLS publie un et 28 $ pour les non-membres), contactez le qui vont fêter le français dans toute sa document pour appuyer les enseignants à bureau de l’ACPLS au 1-877-727-0994 ou par diversité et ses usages au mois de mars. organiser des activités pour faire vivre courriel : [email protected].••••• ••••• une Semaine de la langue française en
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Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 8 A KeyCASLT Partner TheMembers’ for CASLT CASLT Corner Community • Un partenaire• Le coin • La des communautéimportant membres pour de l’ACPLS l’ACPLS
SLIC, a Key CASLT Partner in Alberta ASLT is proud to work with its Garrett: I assisted with the transition to the with teachers to select, review, and inform provincial language association new association name of SLIC, as well as the teachers about learning and teaching Ccounterparts across Canada. Through new constitution, logo, banners, and Web resources for Chinese and German programs. an affi liate membership agreement, CASLT site. Establishing a photographic archive to I have also been involved in the development benefi ts can reach more L2 teachers and preserve and celebrate our history is another of implementation guides for the Chinese increase pan-Canadian collaborations. important accomplishment. and German language programs, and the This fall, SLIC (The Second Languages and draft Chinese and German Language CASLT: How did your involvement with Intercultural Council), a long-time CASLT programs of study. SLIC help you as an L2 teacher? partner group, saw a transition at its helm. CASLT: What do you hope to accomplish in We felt it was an opportune time to Garrett: I have learned a lot about leadership the coming years with SLIC? introduce these two key leaders in Alberta and mentorship from our staff offi cers and language education; Farida Garrett, have been able to apply many new strategies Lennon: I hope to build our membership outgoing President of SLIC and in my classroom. SLIC has provided me with and to support Alberta L2 teachers in Wai-Ling Lennon, current President. the opportunity to present at different the areas of pedagogy and integrating conferences and network with my colleagues. technology. I also hope to increase the SLIC facilitates professional development, opportunities for networking among encourages fellowship and dialogue among CASLT: SLIC has been a long-time partner of teachers across languages and within teachers, publishes both a newsletter CASLT. What do you think are or have been each language group, including new (Zephyr) and a professional journal (Notos), the benefi ts of the two organizations working programs such as mentoring. I will also and advocates in the area of second language together? continue to build our relationship with and intercultural education. Garrett: CASLT and SLIC have a special CASLT and other partners. Ms. Garrett is the learning leader for friendship and complementary goals. They CASLT: As the President of SLIC, how the Second Languages and Fine Arts both promote dialogue and the advancement will you support language teachers? department at James Fowler High School in of L2 teaching, and the two groups working Calgary. Ms. Lennon is presently teaching together provide L2 teachers with more Lennon: Building on what has been Chinese Language Arts, Mathematics, Health, opportunities for PD and idea sharing, established, I will explore new ways to Physical Education, and Art in grades four which benefi ts both teachers and students. support L2 teachers, and encourage and six in a Chinese-English, bilingual members to share their research and SLIC was proud to support CASLT at program in Edmonton Public Schools. academic work in Notos. the 2009 Languages Without Borders CASLT: What are the priorities of an Conference in Edmonton and a number I will look into ways to help the eight organization such as SLIC? of SLIC executives played key roles on Language Special Interest Groups the Organizing Committee. CASLT has (Arabic, Chinese, French, German, Japanese, Farida Garrett: Our mission is to supported SLIC with funding for keynote Punjabi, Spanish, and Ukrainian) to build promote, support, and celebrate cultural speakers, exhibit tables, and prizes for many membership and develop strategic plans. and linguistic diversity. SLIC encourages of our conferences. I will also explore other available electronic research, and provides a forum for avenues to connect with members and fellowship and dialogue between second CASLT values and supports the attendance language consultants, and to share teaching language educators. Through the ATA, and contribution of SLIC’s President at the ideas, resources, and PD opportunities.••••• our association also acts as an advocate CASLT AGM and networking event every for the promotion and advancement year. The exchange of information and ideas of second languages and intercultural enables Alberta L2 teachers to gain a Left:Wai-Ling Lennon. Right: Farida Garrett education. We organize an annual conference provincial and a national perspective on for L2 teachers and publish a newsletter and current educational issues that impact journal. We also support the Arabic, Chinese, their students. French, German, Punjabi, Japanese, Spanish, CASLT: What is your role at Alberta and Ukrainian Special Interest Groups Education? (SIG’s). Mentorship and connecting with new teachers is also very important to us. Wai-Ling Lennon: For the past six years, I was seconded to the Learning and Teaching CASLT: What was your proudest Resources Branch at Alberta Education accomplishment as President of SLIC? where my responsibilities included working Photos on cover page and page 9 by Don Garrett
9 www.caslt.org • Promoting the advancement of second language teaching and learning Partners’ Postings • Nouvelles des partenaires
Roch Carrier presents the SEVEC Short Story Award to Students at Merivale High School, Ottawa och Carrier, President of the Society “Everything is possible if you back your their support of French language programs for Educational Visits and Exchanges dream with perseverance and tough work,” and extra-curricular opportunities for Rin Canada (SEVEC) and author of the he said. “Tough work is not suffering, it is their students. children’s classic, The Hockey Sweater, really fun. Remember if there is something L2 teachers of grades 7–10 are strongly travelled to Ottawa, Ontario’s Merivale High diffi cult; don’t say you won’t do it. If the encouraged to have their students write a School on 2 December 2009 to present four mountain is too high, you say you can climb 1,000 word creative story, partially or students with awards for his national writing it.” Mr. Carrier told personal stories of not completely in their second offi cial language contest. Grade 9 French Immersion student, being able to speak English at the hotel where and submit it by 1 April 2010 to qualify. Have Adam Palamar, won fi rst prize ($250) for his he worked as a young man, going on to Roch Carrier come to your school and short story, Le soulier perdu. Adam and three learn the language, and travel extensively inspire your students next year! classmates, who were given honourable in Canada. mention, each received an autographed copy The winning stories are Teacher Joanne Léger-Legault and school of The Hockey Sweater. available through the Principal Patrick MacCarthy were presented SEVEC Web site or on Mr. Carrier easily held the interest of the with a collection of Roch Carrier books for www.rochcarrier.ca. ••••• 500 students present by reading from his the school, a CD-ROM of the The Hockey book and chatting with the students. Sweater, and certifi cates of thank you for
British Columbia Report in 2007 (www.bcatml.org/CFinBC2007.pdf) are being considered in several lower in which teachers reported low levels of mainland districts in BC. anuary 2010 has been a busy time in BC’s background and comfort vis-à-vis French. BC’s Action Plan for Offi cial Languages was L2 world, starting with a media fl urry On 4 January 2010, an article in the the fi rst one posted on Canadian Heritage’s around the issue of Core French teacher Vancouver Sun continued the discussion, J Website and includes direct references to the expertise, a symposium at UBC for potential leading to an editorial response and letters to Common Framework of Reference for Mandarin program implementers, the the editor, followed by interest in the French Languages levels in relation to performance posting of BC’s Action Plan for Offi cial media with a radio and TV interview on indicators. This is in keeping with the key Languages, and the newly revised Additional Radio-Canada. Stay tuned to see if the results role the Framework is playing in BC’s just- Languages curriculum document. of the BCCT survey produce another fl urry. released Additional Languages curriculum Should Core French teachers be required On 15 January, a symposium for those draft. This will be one to watch as to have a minimum level of linguistic/ interested in planning or implementing a other provinces consider how to use the methodological background in order to Mandarin language program was held at Framework to bring consistency to the teach Core French? This question was posed UBC’s Centre for Research in Chinese lexicon, expectations and performance within by the BC College of Teachers in an online Language & Literacy Education (CRCLLE). language programs across Canada. Check it survey following the recent publication of Administrators, educators, and others out at www.bced.gov.bc.ca/irp/drafts. an article exploring the question. Both the came to hear about advances in Mandarin * And this year’s BCATML Conference, article and survey are available on the BCCT education from Dr. Shuhan Wang, University « Creating Connections! », will be held in Web site: www.bcct.ca. It is an important of Maryland, and Dr. Yang Zhao, Michigan Kelowna at the Delta Grand Okanagan Resort question that hearkens back to a major State University. Primary bilingual programs on 24 October. The call for proposals is survey of 800 Core French teachers conducted available at www.bcatml.org. •••••
Poètes à vos plumes! — Concours national de poésie en immersion française Ce concours national de poésie est présenté présenter un poème d’ici le 30 avril 2010. l’École internationale de par le Festival International de la Poésie de Courez la chance de gagner les frais de français à Trois-Rivières. Trois-Rivières au Québec et l’ACPI. Les scolarité à l’Université du Québec ou au Pour de plus amples étudiants de 11e et 12e années inscrits dans Collège Lafl èche de Trois-Rivières, un voyage renseignements, rendez un programme d’immersion sont invités à au Festival ou trois semaines d’immersion à vous au www.ACPI.ca. •••••
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 10 The CASLTPartners’ Community Postings • LaNouvelles communauté des partenaires de l’ACPLS
TESL New Brunswick The French for Life What’s New at NSLTA TESL NB is comprised of EAL and Poster Campaign Numbers grew at the Nova Scotia Language ESL teachers. We also work with CPF–Manitoba, in partnership with the Teachers Association (NSLTA)’s annual PD day adult teachers in university and AMDI and representatives from the Basic on 23 October 2009. Participation increased by LINC contexts, and tutors and French sector, received funding from the over 100 teachers this year. The hard- working teachers of EAL who work with French Second-Language Revitalization executive started planning the event in February. young newcomers in public schools. Program to fi nd out why young people By June, it was able to arrange 27 workshops that ESL teacher colleagues in French think it is important to learn the French dealt with four different languages and offered schools hosted our year-end, mini language and experience French culture. top-notch PD by professionals engaged in conference. The conference featured Students were asked to complete the second language teaching. workshops related to Intensive following slogan: “I choose French for MY The success of the PD event was due to many English, as well as other initiatives to life because...” Hundreds of students factors. Publishers and institutions of second build the ESL skills of francophone participated and the diversity of their language acquisition allowed teachers access students in secondary schools. slogans was truly impressive. Six slogans to print material and provided them with Workshop leaders from adult contexts have been selected, and the authors will information about resources that could be shared their ideas related to topics as be invited to act as French for Life available to them. Jim Howden, Keynote speaker, diverse as teaching pronunciation and Ambassadors. These students will be provided stimulating addresses and workshops. online ESL learning. professionally photographed and Networking and collegiality played a huge part artistically integrated into a poster that Many of our members are interested in in the success of the day. Spending a day with bears their slogan. Twelve posters will using the CEFR and associated tools as colleagues who are willing to share ideas and be produced, six in English and six in a means of promoting self-assessment materials is well worth the time and effort. and goal setting in their language French, to be distributed to every school learning environments. Using the A1 in Manitoba. The NSLTA was pleased to announce that it established a bursary to help teachers improve to C2 scale as well as the can-do Youth speaking to youth about the their language skills and pedagogy. Over the past statements connected to these levels, benefi ts of bilingualism is the way to go! year, our language association has established allow both learners and teachers to A big thank you to Canadian Heritage, closer links with CASLT and with its ESL understand and to describe language and Manitoba Education, Citizenship partners. We branched out by looking for profi ciency. The shift from a defi cit and Youth for supporting this initiative, partners in other language groups, such as the view of language abilities (i.e., what a as well as to all the students and Gaelic community in Cape Breton. Workshops learner cannot do) to this positive teachers who contributed to the were offered in Spanish and German during our “what the learner can do” philosophy campaign. It is hoped that the French PD day. We value second language learning, and holds great appeal to ESL teachers in for Life Poster Campaign will serve to we encourage teachers and professionals to get NB. We hope to continue to help our encourage more Manitobans to embrace involved in our association. For 2010, we would members build capacity in their areas both of Canada’s offi cial languages. of interest and to share the growing like the theme of our October PD day to be expertise with other educators in For more information on this and other “Putting the passion back into the country. ••••• CPF–MB activities, please contact Michael second language teaching.” It’s Hudon at 204-233-6403. ••••• time to rediscover our passion for our second languages. •••••
Students Laugh it up at Speak for Yourself / Parle, c’est l’idéal School Tour CPF Nova Scotia completed its month-long message about the benefi ts of bilingualism Company and CPF – NL & Labrador school tour of Speak for Yourself / Parle, c’est and staying in French. Complete with a developed this one-act play in 2004. l’idéal, a fast-paced play for adolescents about teachers’ guide in French and English, the Audiences included Core French, Integrated the advantages of learning French, on play continued its educational lessons into French, Intensive French, and Immersion 4 December 2009. More than 5,500 students the classroom. students. Plans are underway to reprise the in 26 schools across the province saw the The play’s message was aimed at students production in a fall 2010 tour that will include Equity production. in Junior High, but was easily enjoyed by New Brunswick and Prince Edward Island. Directed by John Beale, the play combined younger and older students as well. The ••••• comedy and action to pack a motivating Resource Centre for the Arts Theatre
11 www.caslt.org • Promoting the advancement of second language teaching and learning LanguageThe CASLT Champions Community • •Les La championscommunauté des de langues l’ACPLS
Message from Gail Asper, O.C., O.M., LL.D.: President of Canwest Foundation and The Asper Foundation, and National Campaign Chair, Friends of the Canadian Museum for Human Rights
Before joining CanWest Global What advice would you give language teachers to help Communications Corp. in 1989 as Corporate them motivate their students to learn a second one? Secretary and Legal Counsel, Gail Asper I would strongly advise teachers and guidance counsellors to give the practiced corporate and commercial law same encouragement to students to learn a second language as they do with Goldberg & Thompson in Halifax. She is in encouraging them to study Math and Science. They should mention now President of Canwest Foundation and the jobs requiring bilingual candidates and remind their students that The Asper Foundation, a private charitable we have two offi cial languages and that they’ll need them to work in the foundation and driving force behind the government. Above all, teachers should remind students of the fun of creation of the Canadian Museum for Human knowing more than one language. Also, mention how other countries Rights (CMHR). She is also a Board member treat the learning of languages and how it is absolutely the norm in of Canwest Global Communications Corp., Europe for example, to know even three or four languages. and from 1998 to 2008, she was on the Board Teachers MUST make learning fun and incorporate music, drama, and of Great-West Lifeco Inc. and its subsidiaries. She serves on numerous travel in their curriculum. My greatest inspiration to learn French was a boards for non-profi t groups and recently co-chaired the Manitoba Grade 9 class trip to France. We were billeted with French families. That Theatre Centre Endowment Campaign. She is past Campaign Chair for made me see how great it is to get to know people from other countries the Winnipeg United Way Campaign and past President of the Board for by learning their language. Also, keep teaching grammar, and repeat the United Way of Winnipeg. In 2009, Gail completed nine years of verbs and vocabulary. To be a great singer, you need to practice scales board service with Business for the Arts where she also served as Vice and I attribute my ability to speak French to the fantastic methods of Chair since 2006. Gail currently sits on the boards of the National Arts Cathy Sotiriadis and Orville Derragh. They combined grammar and Centre Foundation and the Canada Israel Jewish Advocacy, and is a vocabulary lessons with art, drama, and music. In my view, it’s the only Governor of the Hebrew University of Jerusalem. In 2009, Gail was method that really works. appointed to the inaugural Board of the CMHR. In addition to receiving numerous awards for her community and philanthropic service, Gail How has mastering English and French affected your received the Order of Manitoba in 2007, and in 2008 was appointed an life and career? How do you continue to maintain and Offi cer of the Order of Canada. In 2009, she received an Honourary improve your second language? Doctorate from the University of Manitoba. She has been a champion My understanding of French has given me an advantage as a lawyer. and driving force of CMHR since 2002 and is currently the National French-speaking clients appreciated my ability to deal with them in Campaign Chair of Friends of CMHR. their preferred language so that they could better understand the Why is it important to learn a second language? complex, legal issues with which they were dealing. In my role as Campaign Chair for the Friends of the Canadian Museum for Human One’s ability to communicate and connect with others is a huge asset. Rights, speaking French allows me to connect with members of the The more you can reach out to people of different cultures and Francophone community. There have been many meetings with Quebec nationalities by using their mother tongue, the richer your relationship Government offi cials and donors where my ability to communicate with will be. This is a great advantage because it enhances your understand- them in French helped develop a sense of trust and resulted in their ing of other human beings and that is always important. Frankly, I feel supporting of the project. we should not only learn a second language, but three or four! What would you tell students who are learning a On a personal note, it was wonderful to travel to Quebec and France, and second language? engage in conversations in French. I had a much richer travel experience because I got to know people in a way that wouldn’t have been possible I heartily encourage everyone to study a second language for as long as if I would had attempted to communicate in English. Also, knowing possible and wish there was more encouragement for students to keep French prevented me from making very serious food mistakes in studying. The job opportunities alone, in business and government, restaurants. For example, knowing the word “rognons” helped me avoid should make it worth their while. Now that we are hiring people for the eating kidneys one night in Paris! Canadian Museum for Human Rights, we are giving strong preference to bilingual applicants, whether it’s for fi nance, human resources, public I also love singing opera and French art songs, and really enjoy the songs relations, or research. There is no question that having a second I sing in French because I understand what I’m singing! language, and in particular French, is a huge advantage. Plus, it’s It’s diffi cult to maintain and improve my French. I try to speak French as tremendously enjoyable on a personal level, just to be able to connect much as possible, but it isn’t easy. I hope to take a French conversation with people. course at College Saint-Boniface as soon as my schedule allows. •••••
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 12 Member Benefi ts • Les avantages de l’adhésion
So CASLT Members Say… « Le tour du monde: deux élèves se mettent debout et doivent répondre à une question Each month, CASLT asks members to French word! Sometimes we will include (vocabulaire, conjugaison, etc.) Le premier qui provide feedback on language teaching issues previous vocabulary words such as days of répond peut continuer son tour du monde avec in our monthly newsletter polls: www.caslt. the week, months, colours, numbers, etc.” un autre élève, pendant que le perdant se org/members/members-members-say- - CASLT member rassoit. Ainsi de suite, le gagnant est celui qui a surveys-polls_en.php. This year, in every fait le tour de la classe ». issue of Réfl exions (February, May, and “Students line up as usual and we begin October 2010), we are publishing some counting by 2’s, 3’s, 5’s, 10’s, or any other — CC, Calgary answers that may be helpful to our members. number of choice. Then each student, in turn, What are your favourite Web Gems for These are a few of our upcoming questions: must respond with the following correct your L2 classroom? number in French. You can alter the challenge • March - Which search engines do you after the fi rst try, by beginning at the end of the 1. www.languagesonline.com most frequently use for L2 resources line, or even by placing the students in two and why? 2. www.elllo.org teams and tallying up the answers for the • April - What are some tricks to get kids to winning team.” 3. www.quia.com practice their oral L2 at home with their parents, friends, and in the community? - CASLT member 4. www.wordreference.com • May - What topics most interest you “I split the class in two (or three) and ask a 5. http://quizlet.com for attending PD sessions? simple question in French. The fi rst of the two How are you planning on doing things • June - What subjects would you like students from each team to put up their hand, differently in your language classroom this to see in our feature articles in responds to the question with a simple year? Réfl exions magazine? response in French. As long as it makes sense, To have your answer published in Réfl exions, they get a point for their team. Then I ask the “As a curriculum support manager, I will answer our monthly survey question. Here is next question to the two people next along circulate TPS overheads to our language what you had to say: down the line. At the bell, we quickly tally up classrooms with suggestions for use. Teachers the points and announce the winning team.” will create lesson plans instead of me trying When you have free time at the end of the to do it all. It will free up time to create more class, what is your favourite language -CASLT member digital resources. I will work on translation learning game to play? Quand il vous reste du temps libre à la fi n of existing SmartBoard activities and “Students enjoy a game of Hangman. The class de la classe, quel est votre jeu préféré à post online.” is divided into two teams and they really get jouer pour apprendre une langue seconde? — CASLT member into the game of trying to solve the mystery
H.H. Stern Award Apply for a Teacher Bursary Today! If you’re planning on attending a PD event this year, apply to receive a CASLT Teacher Our H.H. Stern Awards are granted to support Bursary! Information on eligible events and the application form are available on our innovative classroom practices in L2 learning. Web site: http://www.caslt.org/what-we-do/what-we-do-services-bursaries_en.php. Each H.H. Stern Award recipient receives The deadline to apply is 26 February. a $200 to $500 grant, an award certifi cate, an invitation with all expenses paid to attend the CASLT Annual General Meeting and a Can CASLT members contribute to the Teacher free one year CASLT membership. The grant Bursary Fund? serves towards the furthering of the CASLT second language teacher members can donate to the fund and they will receive recipient’s efforts in innovative classroom a receipt, but unfortunately, they will not be able to declare it on their taxes as CASLT practices supporting second language is not a registered charitable organization. learning. For more information and to download the application form, visit our Web site: www.caslt.org/what-we-do/ DID YOU KNOW? services-awards-Stern_en.php. CASLT raised $1,600 for the Teacher Bursary Fund at its AGM last year The deadline to apply or nominate a during its silent auction. The funds raised are covering two bursaries. teacher is 31 March each year.
13 www.caslt.org • Promoting the advancement of second language teaching and learning Quiz for the 40th anniversary • Quiz pour le 40e anniversaire
1970–2010 CASLT 40th Anniversary Celebration Trivia Quiz
2010 marks the 40th anniversary of the Canadian Association of Second Language Teachers. We have developed this 40-question member trivia questionnaire to mark this important milestone. Answers are available on the CASLT Web site: www.caslt.org. Submit your answers by fax (631) 727-3831 or by email to [email protected] by 30 April 2010. The winner will be announced in the May 2010 issue of Réfl exions. 1. Who was the fi rst CASLT President? 12. What government department continues [who currently holds this position]) – all to be CASLT’s major funding supporter? serve on behalf of CASLT?
2. Who were the four founding members of CASLT? 13. Who led the CASLT Multiculturalism 21. When was the fi rst CASLT Executive Education Project (1992–1996)? Director hired (half-time position) and who
was it? 3. Who was the fi rst woman to serve as
CASLT President and in what year? 14. Who led the National Core French Assessment Project Teams of Core French 22. A free member resource – the fi rst
teachers (1995–1998), which created the edition in 2004 – was introduced and has 4.Who is the CASLT Honorary Patron? CASLT Assessment Toolkits still sold today? been sent to all CASLT members each fall/ winter. What is this resource called?
5. Can you name one Friend of CASLT 15. In 1999, the H.H. Stern Innovations from your province/territory? in Second Languages Award was re- 23. In 2004, CASLT reinstated its Honorary instituted. Ten years later in 2009, who Lifetime Member Award. Who was the
was the recipient? recipient that year? 6. Who is the National Council
Representative for your province or territory? 16. In 2000, CASLT received an Award of 24. What volunteer position did the Merit from which of its partner following individuals – Helen Lockerby
organizations? (Prince Edward Island), Gerry Pelletier 7. There are three types of CASLT member- (New Brunswick), Rhéal Allain (Ontario), ships: – individual, institutional, and …? and Hilaire Lemoine (Ontario [who 17. In what year was the CASLT Chez Vous currently holds this position] – all serve on introduced, and where was the fi rst CCV held? behalf of CASLT? 8. Who was the fi rst recipient of the Prix
Robert Roy in 1983? 18. What is the URL for the CASLT Web site homepage where you can subscribe to the 9. Which researcher fi rst proposed the monthly e-newsletters? National Core French Study? Prize for One Lucky
CASLT Member 19. What is the name of the CASLT member 10. Which researcher completed the professional magazine? Answer these 40 questions National Core French Study? about CASLT to win a fl ight and two nights’ stay at
20. What volunteer position did the the Delta Winnipeg Hotel 11. In what year and how many syllabi were following individuals – Peter Heffernan to attend the CASLT 40th published as part of the NCFS? (Alberta), Jim Howden (Quebec), Gerry anniversary celebration Pelletier (New Brunswick), Carolyn King (23–24 September 2010). (Alberta), and Tony Orlando (Nova Scotia
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 14 CASLTQuiz for Members’ the 40th anniversaryCorner • Le •coin Quiz des pour membres le 40e anniversaire de l’ACPLS
25. What was the focus of the CASLT information are required to complete 35. In 2008, CASLT established a Teacher research report released in 2005? your member log-in on the Web site? Bursary Fund. So far, there have been nine recipients. Can you name one recipient?
26.Who is the CASLT Membership Offi cer 32. The CASLT Web site provides at the National Offi ce in Ottawa? classroom support resources and links for 36. For the 2009 CASLT National over ten different languages. Name at Conference in Edmonton, a new brand
least four. was introduced. What is the name of 27. Each March since 2005, CASLT the conference? produces and distributes a PDF teacher support resource to celebrate the 33. What volunteer position did the International Francophonie Day. What is following individuals – Helen Coltrinari 37. What is the title of the newest CASLT the name of this member publication? (Ontario), Susan Forward (Newfoundland research report released in September 2009? and Labrador), Carolyn King (Alberta),
Miles Turnbull (Prince Edward Island), 28. In 2002 and 2006, CASLT partnered John Erskine (Manitoba) – all serve on 38. Who is the current CASLT President? with another national association for its behalf of CASLT? conferences in Charlottetown and
Saskatoon. Which partner association 39. Why was Winnipeg chosen to host the was it? 34. For 2008, the International Year of AGM in 2010? Languages, CASLT received funding from
Alberta Education, to develop a poster 29. Since 2006, CASLT maintains a series and teacher guide. What is its title? 40. What city will host the next CASLT Web site with an educational resources Languages Without Borders National database for FSL and ESL teachers. Conference in April 2011? What is the name or URL of this searchable database?
30. In 2007, CASLT launched a series Winnipeg 1970: of research-based audio podcasts. What researcher presented our fi rst ““We were not an overly large assembly, 50 or so, if my memory serves me correctly. podcast on what good listeners do? And we were mainly from Manitoba, with a good number also from Saskatchewan and perhaps a few from Alberta. But we made up for our size with our enthusiasm. And we were committed to becoming a truly national, representative association of 31. The CASLT Web site re-design was second language teachers.”” launched in 2008. What two pieces of -Dr. Borislaw Bilash, founding member of CASLT, excerpt from an interview, 1995.
Submit your completed quiz by fax (631) 727-3831 or by email to [email protected] by 30 April 2010.
Name: ______CASLT member number: ______
Email: ______
Phone number: (work)______(home)______
15 www.caslt.org • Promoting the advancement of second language teaching and learning NewCASLT on www.caslt.org Members’ Corner • Des • Lenouveautés coin des membressur www.caslt.org de l’ACPLS
Classroom Ready Activities he classroom ready activities available in the FSL, ESL, and Food: Classifi cation and Pictures requires that students classify Modern Languages section of the CASLT Web site are not foods in 2, 3, or 4 groups, and justify their reasoning to create a Tquite “new” since they have been available on our Web site graph illustrating their classifi cation, and to select some food items for some time now. If you have not already done so, however, they they would include in a meal. are well worth discovering. These are illustrated and visually What would you like to be? This activity asks students to decide appealing language activities to help your students develop language which of four animals they would like to be and why. It also directs and thinking skills while having fun. them to ask a friend the same question. Here is a sample of activities proposed in a few of these printable Activities are available in English, French, German, Spanish, worksheets: Chinese, Japanese, Portuguese, Italian, and Ukrainian. Look for Cartoon Storyboard invites students to imagine and write a them under CASLT Classroom & Support Resources in the sections dialogue between a mouse and an elephant, and to insert it in the for English as a Second Language (http://caslt.org/resources/ speech balloons of a comic strip. english-sl/classroom-resources_classroom_en.php), French as a Second Language (http://caslt.org/resources/french-sl/ Solve a Mystery provides clues to help students solve the enigma classroom-resources-classroom_en.php), and Modern behind a mysterious birthday card. Languages of the Web site (under each of the languages listed). Refl ections on a Chinese New Year helps students discover the Don’t forget to log in as a member to access these resources. ••••• history and rich traditions associated with this festive period.
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 16 17 www.caslt.org • Promoting the advancement of second language teaching and learning Tell Me a Story — Using Story as a Context for L2 Instruction
By Laurie Faber, FSL and FI Teacher
s there a more effective context for program of studies. Students’ interest and as well as vocabulary. Most children are teaching vocabulary, grammar, and motivation for learning the play were high exposed to narrative stories when they are Iculture than using themes? Although because they would all present the play to fi rst learning their mother tongue. They most provincial programs of study still younger children at the completion of the bring an innate sense of narrative content refl ect a thematic-based syllabus, I believe unit. The context of the play, in conjunction and form (in both oral and written forms) there’s a more interesting and successful with other aspects of the AIM methodology when they arrive in the second language approach to helping students learn a (gestures, group oral production, and class. A study conducted by Goldman and second language. This is through the language manipulation activities), enabled Reyes (1983) indicates that students use context of stories. my students to reach greater levels of the same knowledge to guide story fl uency in all language domains than I had comprehension in their fi rst language that After many years of using thematic previously experienced in my teaching they use to help them understand stories in approaches, I implemented aspects of the career. Students and their parents, as well as a second language. By providing students Accelerated Integrated Method (AIM) in my my school administrators, were impressed with a structure that is familiar and exciting, FSL classes, including the simple plays that with the French language skills developed second language learners are able to form the backbone of this program. Students through this methodology. I am convinced understand “unfamiliar vocabulary and past began by learning some of the vocabulary for that the use of stories as a context for second tense verbs in the context of the stories and the play we would be studying. Through the language instruction is an effective way to [are] able to use this vocabulary in their story presentation and repetition of the play over a promote basic fl uency; it is much more retellings and original story productions” number of weeks, they quickly mastered the effective than traditional communicative/ (Langer de Ramírez, 1999). This is especially remaining vocabulary. thematic approaches. true if students work with stories with which It’s interesting to note that the children also they are familiar in their mother tongue, There are many reasons why the context of successfully learned verbs and grammatical thereby enabling teachers to introduce stories helps students acquire grammatical structures, which were at signifi cantly higher vocabulary and grammatical structures and cultural aspects of a second language, levels than those required by my provincial which are at a higher level of complexity
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 18 than would be possible in a different context. have been found to represent culture more the AIM program, asserts that, despite Students activate their background knowledge effectively and at a deeper level than do recipes good intentions and sincere efforts, the to guess the meaning of the story line as well as or pieces of clothing (Langer de Ramirez, communicative syllabus has done very individual words and expressions. 1999). They help students experience the little to improve the fl uency levels of Core culture of the language they are learning. At French students. She states that this “is why Stories provide an interesting and viable social the same time, they enable teachers to address I reject the thematic approach in favour of context for learning. They offer substantial the cultural component of their L2 programs one based on story, because it is in myth, amounts of comprehensible input, and engage in a systematic and engaging way. “Stories narrative, and drama that we can touch the bodies and hearts of students, as well have the potential to put culture back into the the heart and soul, stimulate imagination, as their minds. As Barton and Booth (1990, heart of the curriculum where it belongs” help express emotion, and foster a better p. 38) explain: “Children new to [a language] (Ibid., p. 364). understanding of the processes of life’s fi nd in a story context for understanding. It is unfolding […] When we base L2 acquisition not word lists that command their attention, Once students have learned the content in story, we are contextualizing it emotionally but the lives of characters that fi ll the tales they of a play or story, they can use this and experientially.” read or listen to … in the literary stories they information as a point de départ for further meet. How painful it must be for those language development, leading them to The use of stories as a context for the children alien to [a language] to sit, day after manipulate the memorized information into acquisition of a second language is day, without feeling connected to what is increasingly complex grammatical structures. rewarding for both teachers and students. happening in the classroom. And yet, through Maxwell (2000, p. 20) has developed How motivating it is for a child to be able to storying, how quickly they enter the activity; “scaffolded” questioning activities for the present (and discuss) an entire play in a new making sense of what is happening, building plays in her program which “often relate language! How wonderful to lose sight of their own versions, listening, telling, retelling, initially to a known text, [but] are gradually vocabulary and grammatical structures in the talking about, refl ecting upon, responding.” distanced from the text, to become part of context of an emotionally charged story line, spontaneous speech.” where French becomes the vehicle for In my experience, even shy and less confi dent communicating one’s ideas and thoughts students are willing to become involved in Further, as students learn to retell in their rather than a topic to be dissected. Are you learning, memorizing, and presenting the own words the stories they have studied, looking for something new in your L2 plays that we are studying. They appear to they gain practice in using critical language program this year? Why not try using a connect with linguistic material level at a learning strategies such as paraphrasing and story approach and see for yourself the deeper level than under thematic approaches circumlocution. They may begin creating new positive effects on both student acquisition – becoming emotionally engaged in the plays stories on their own, demonstrating a level of and motivation? •••••• and losing their personal inhibitions as they fl uency not generally found in L2 programs. assume the identities of the characters they Teachers may also integrate required are representing. outcomes from their provincial programs of studies at this stage; embellishing the play or Further, the use of myths, fables, or stories story by talking about the clothing, food, and from the target culture provides an authentic housing of the characters involved. and meaningful integration of culture in a second language program. Songs and stories Maxwell (2000, p.32), the developer of
References Barton, R., and Booth, D. (1990). Stories in the Classroom. Markham: Pembroke Publishers.
Goldman, S., and Reyes, M. (1983). Use of Prior Knowledge in Laurie Faber Understanding Fables in First and Second Languages. Paper presented at Laurie Faber has been a French language specialist for the annual Meeting of the American Educational Research Association, Edmonton Public Schools for over 25 years. She teaches in Montreal, Quebec. both FSL and FI programs, and provides teacher workshops Langer de Ramírez, L. (1999). “The story of Proyecto Papàn – folktales and in-servicing for the Accelerated Integrated Method (AIM) and their potential for foreign language education,” Foreign Language across Alberta. Laurie learned about the use of story and AIM Annals, 32(3), p.363-371. while working on her Master’s degree and studying Multiple Intelligence theory. Maxwell, W. (2000). Evaluating the Effectiveness of the Accelerative Method [email protected] for Teaching French as a Second Language, www.aimlanguagelearning. com (contact Wendy Maxwell to send you a copy of the paper).
19 www.caslt.org • Promoting the advancement of second language teaching and learning Pour un meilleur enseignement des L2: Le point sur les stratégies d’apprentissage du bon apprenant de langues Par Tatiana Carapet Professeure de français en immersion à Millwood J.S., Toronto
able to inspect and edit the output of the veulent apprendre parce qu’ils aiment acquired system, often before the utterance progresser rapidement grâce à leur is spoken or written, and make changes, or travail assidu. Les bons apprenants sont “corrections,” using conscious rules. […] très motivés et ciblent leur réussite. The point is that learning only serves as a La présence de l’aptitude pour les langues ette étude, monitor » (Krashen, 1981, p. 156). Selon peut déterminer une attitude positive dont la moi, le moniteur peut aussi fonctionner envers l’apprentissage. Les expériences Cprobléma- comme stratégie d’apprentissage chez d’apprentissage et la pratique des habiletés tique est ancrée dans les écrits les apprenants de L2 de niveaux scolaires, maintiennent et maximisent l’aptitude existants, se propose de répondre aux car les jeunes apprenants peuvent pour les langues. Donc on peut remarquer questions suivantes : apprendre à utiliser comme moniteur chez les bons apprenants de langue une leurs connaissances langagières et les interaction claire entre l’aptitude, • Comment peut-on défi nir le bon conventions linguistiques dans le but l’attitude, et la réussite. Ellis (1985, p. 122) apprenant de langues? de mieux communiquer en français. identifi e également des traits qui visent la • Quelles sont les caractéristiques Ils peuvent anticiper le message qu’ils ont bonne attitude envers le dynamisme d’un internes à l’apprenant? l’intention de communiquer à l’oral sous groupe : la volonté d’utiliser la langue cible • Quelles sont les stratégies qu’il la forme de discours intérieur ( « inner dans toute situation; compléter emploie pour réussir l’apprentissage speech » selon Vygotski, 1965). Il serait l’acquisition avec l’apprentissage; l’âge de sa L2? important d’utiliser le moniteur d’une de l’apprenant (adolescent ou adulte); Le but de cette brève synthèse est d’offrir façon conscience en premier lieu, afi n les capacités analytiques nécessaires à la des renseignements qui peuvent aider les que cette stratégie devienne automatique. perception, à la catégorisation, au stockage enseignants à maximiser les effets positifs Même si cette stratégie présente le du contenu linguistique et au contrôle des des facteurs internes des élèves sur leur désavantage de ralentir dans une certaine erreurs; la motivation pour l’apprentissage apprentissage puisque les stratégies des mesure la conversation, elle assure de la L2; la prise de risques et l’adaptation bons apprenants « […] sont enseignables l’exactitude du message transmis. Donc, à diverses conditions d’apprentissage. en classe et apprenables par les étudiants il est important que les enseignants de moins bons » (Besnard, 2001, p. 504). Le bon apprenant de langues emploie français en immersion sensibilisent leurs une variété de stratégies d’apprentissage, Bien apprendre les langues fait intervenir apprenants à l’importance du respect car il est « […] a learner who has des facteurs internes (cognitifs et affectifs) des conventions linguistiques en les proceduralized the strategies et externes (environnement, stratégies utilisant comme moniteur, car ceux-ci (metacognitive, cognitive, social/affective) » d’enseignement et ressources) qui ont davantage de chances de réussir (Mitchell et Myles, 1998, p. 89-90). infl uencent la qualité de l’apprentissage. dans leur L2 et de devenir des optimal Besnard (1995b, p. 12) montre que Selon Krashen (1981, p. 170), « “The good users, c’est-à-dire des apprenants qui Naiman, Fröhlich, Stern et Todesco language learner” is an acquirer, who fi rst savent mettre l’apprentissage conscience (1978), « sont vraiment les premiers of all is able to obtain suffi cient intake in au service de l’acquisition afi n de chercheurs à avoir traité la question the L2, and second, has a low affective fi lter communiquer correctement en français, des stratégies d’apprentissage de façon to enable him to utilize this input for pour paraphraser Krashen (1981, p. 157). aussi approfondie puisqu’ils ont été language acquisition. The good language Il existe plusieurs facteurs qui peuvent les premiers à baser leurs recherches learner may or may not be a conscious mener à la réussite dans l’apprentissage sur l’observation et l’entrevue learner. If he is, he is an “optimal monitor des L2, dont l’attitude du bon apprenant de systématiques d’un grand nombre user” ». Le moniteur est employé par les langues. Krashen (1981, p. 172) signale que d’apprenants en langues ». adultes dans leur apprentissage des souvent, les bons apprenants de langues langues car « […] adult performers are
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 20 Voici les sept types de stratégies poursuivant des buts et en essayant • de l’emploi conscient des stratégies identifi ées par Naiman et al. (1978) d’apporter de nouveaux sujets à diverses et pertinentes à la tâche et rapportés par Besnard (1995a, la conversation; d’apprentissage. Le bon apprenant p. 12-13), qui affi rment que les bons • Ont la conscience de soi en relation de langues utilise des stratégies apprenants de langues : avec le processus d’apprentissage; appropriées d’une façon créative • Prennent des décisions conscientes et n’hésite pas à en apprendre • « trouvent toujours la façon de et poursuivent leur style d’autres ou à éliminer celles qui profi ter au maximum de toute d’apprentissage préféré; ne semblent pas effi caces, en situation d’apprentissage, que ce • Peuvent parler effectivement de leur démontrant ainsi la fl exibilité dans soit dans ou à l’extérieur de la salle apprentissage de la langue puisqu’ils le choix de ses stratégies. De plus, de classe »; ont un métalangage bien développé; le bon apprenant de langues intègre • « s’impliquent activement dans leur • Utilisent des connaissances ses stratégies d’apprentissage de propre apprentissage en s’engageant métacognitives pour évaluer langues dans son système de dans un certain nombre d’activités leurs besoins, apprécier leur stratégies d’apprentissage; langagières authentiques qui les progrès et donner une direction • de la connaissance des caractéris- forcent à utiliser la L2 » et ils à leur apprentissage; tiques de son aptitude, de son propre « n’hésitent pas à s’auto corriger »; • Utilisent une gamme de stratégies; style d’apprentissage, de son type • « sont sensibles au fait qu’une • Ont l’habileté de choisir des d’intelligence, et de l’utilisation langue est un système mais aussi stratégies appropriées pour des consciente et effi cace de cette un moyen de communication » et tâches distinctives; connaissance dans tous les aspects « ils développent seuls des techniques • S’engagent dans la « surveillance de la de son apprentissage. Le bon qui vont les aider à améliorer leur compréhension » dans une mesure apprenant de langues connaît ses prononciation, leur grammaire et leur plus large que dans la « surveillance caractéristiques individuelles, sait vocabulaire ». Ils comparent leur L1 de la production »; comment il apprend, pourquoi il à leur L2 au début de l’apprentissage. • Utilisent pleinement leurs réussit dans son apprentissage, Ils cherchent aussi des occasions de connaissances générales ainsi que et quels aspects de son apprentissage communiquer avec les natifs; des connaissances linguistiques de il peut encore améliorer (voir aussi • « se comportent en détectives : ils la L2. Carapet, 2006, p. 83-84). cherchent tous les indices qui vont Selon moi, ces stratégies sont à la fois la En conclusion, comme Besnard (1995a, les aider à comprendre comment la cause et l’effet de la réussite. Les stratégies p. 14) le souligne, « […] il n’y a pas une langue fonctionne »; aident aux apprenants d’avoir de bons seule façon de réussir dans l’étude d’une • « plus ils progressent dans leur étude résultats dans leur apprentissage de L2 mais telle ou telle stratégie convient à de la L2, plus ils se détachent de leur langues tandis que les apprenants tel ou tel tempérament affectif et cognitif langue maternelle pour parvenir à ne interviennent dans leur choix de et qu’il faut donc, dans la vase clos qu’est penser que dans la L2 »; stratégies en fonction de leurs la classe de langue, permettre à ces • « n’ignorent pas qu’apprendre une expériences langagières (voir aussi différents tempéraments de se développer L2 c’est aussi s’engager Carapet, 2006, p. 83). À mon avis, le bon et de s’épanouir en leur proposant une psychologiquement et affectivement »; apprenant de langues peut être identifi é variété d’exercices, d’activités et • « mettent au point, seuls, de bonnes facilement selon sa réussite dans son d’approches à la langue ». Gardons habitudes et de bonnes techniques apprentissage qui est le résultat : toujours à l’esprit que, si on compare les d’apprentissage qui les aident à caractéristiques de deux bons apprenants développer de façon effi cace leurs • d’une attitude positive envers de L2, on peut observer que les traits quatre habiletés langagières ». l’apprentissage en général et les qui s’appliquent à un individu ne D’après Ellis (1994, p. 549-550 [traduction langues en particulier. Le bon correspondent pas nécessairement à libre]), les bons apprenants de langues : apprenant de langues s’intéresse à ceux de l’autre. Donc, être un bon la langue cible et aux locuteurs natifs, • S’impliquent activement dans leur apprenant de langues est un concept qui s’informe sur les aspects de la langue apprentissage de la langue; doit être individualisé, car la façon dont et de la culture associée à la L2, • Apprécient les enseignants les traits de l’apprenant se combinent veut comprendre les caractéristiques systématiques, logiques et clairs, pour mener à sa réussite dans les L2 de la langue cible, pose des questions mais préfèrent de les considérer tient de sa personnalité. •••••• et manifeste en général une ouverture d’informateurs plutôt que de d’esprit face à l’apprentissage de Veuillez trouver les références et la compter sur eux; la L2; biographie de l’auteure à la page 24. • Aiment prendre en charge leur propre apprentissage en identifi ant et
21 www.caslt.org • Promoting the advancement of second language teaching and learning DELF Implementation: Why and How?
By Lesley Doell, French Language Consultant for the French Language Resource Centre in Grande Prairie , AB
child can Reference points are not have a measurable measures of curriculum, but rather ability in his or her second measures of second language profi ciency language. They seek consistency in resulting from studying a second language programming and sustainability; they want to curriculum. Therefore, it shows what students ensure quality results, good pedagogy, can do because of the curriculum. The curriculum, and resources. framework is not additional work, but helps These boards see the benefi ts of using the student understand where they rank ver the past international credentials. There is a need to on an international scale. Above all, it is 40 years, clearly defi ne second language profi ciency considered complementary. Strategies Othe targets. In Canada, there is also a need for a and practices are easily integrated in the development of a variety of transparent and coherent system. The second classroom. Our centre discovered that successful French programs in language profi ciency targets used at the FRLC students valued being placed in real-life Canada has encouraged students, parents, are supported by recognized, international situations to practice their second language. and teachers to verify and recognize an instruments and correlated to the Common Teachers state that the reference points are acquired language level. The Federal Action European Framework of Reference for meaningful and accessible for both the Plan hopes to double the amount of Languages (CEFR). The CEFR has had a student and the teacher. It is also interesting functionally bilingual graduates by 2013. signifi cant impact across Europe and is based to note that aside from French Language Arts, The search for a common currency on long-standing, empirical research. Created there aren’t any common assessments of regarding language acquisition has become from 1989 to 1996 by the Council of Europe, second language learning in Alberta. an obvious and needed quest. How does one the framework is essentially a validation of Why the DELF/DALF? determine functional bilingualism? What is profi ciency system for all languages. Its widely Le Diplôme d’études en langue française a valid form of reference? How do ministries accepted standard with six forms of reference (DELF) et Le Diplôme approfondi de langue of education and school boards proceed has created a common language among française (DALF) are offi cial diplomas forward given the current bilingual educators around the world. delivered by the Ministry of Education in environment and the increasing cultural It is exciting to know that these targets are France to certify candidates outside of France diversity of our country? not only recognized at the board level, but on their French profi ciency. The certifi cations Why International also across Alberta, Canada, and other are under the authority of the National Reference Points? countries. International reference points Commission of DELF and DALF, based at the build teacher, administrative, and public Centre international d’études pédagogiques Dr. Wally Lazaruk, Evaluation Plus Inc., and confi dence in our second language programs. (CIEP) in France (www.ciep.fr). The DELF Stuart Wachowicz, formally of Edmonton Most importantly, they identify student and the DALF offer six independents Public Schools, spearheaded a vision for success, resulting from a well-designed diplomas corresponding to the six levels of Alberta at the Forum on the Common program. The hope is that confi dence in a the CEFR. The CEFR was harmonized in European Framework of Reference for program naturally results in increased 2005 when the National Commission of Languages: Implications for Alberta, which enrolment from K–12. Ultimately, students, DELF and DALF decided to propose a version took place in October 2007 in Calgary. businesses, and post-secondary institutions for students in public and private schools Summarized briefl y, the next step for school benefi t from internationally recognized called the DELF Scolaire. Four independent boards seeking to create public confi dence language credentials. A good example of diplomas are offered to this age group. in language programs is to move toward how the CEFR’s value is becoming more For each level, a series of testing evaluates the international reference points. Boards, such recognized in Canada outside of educational four competencies of communication: oral as Edmonton Public, and those in partnership institutions is the Vancouver 2010 Olympic comprehension, oral production, written with the French Language Resource Centre Language Committee. They used the tool comprehension, and written production. (FLRC), desire to create a change and a to evaluate thousands of volunteers’ demand in education culture so that every language levels.
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 22 DELF Scolaire: which offers evening courses to teachers. DELF training and marking takes place at the • A1 – Basic college and French college students enrol in • A2 – Basic the DELF/DALF Tous Publics exams. Furthermore, the Centre co-ordinates French • B1 –Independent cultural events for the schools and organizes • B2 – Independent French professional development for the The introduction of the DELF Scolaire was Northwest Learning Consortium and for a decision made by the French Ambassador the Mighty Peace Teachers’ Convention. in Ottawa and the local education authority. It has also developed a generous teacher It is accessible to young people of foreign reimbursement plan for French Immersion nationality and is given in a division that experiences, courses, and conferences. Finally, the Centre offers travel funds for offers the testing. Every year, the testing Emily Carlstrom, Grande Prairie sessions are organized by the national school trips to French-speaking areas with Composite High School Grade 10, of Commission in the schools (registrations the stipulation that the school offer the DELF Grande Prairie, Alberta. are conducted by the schools themselves). Scolaire. This information and more is Fees are fi xed in cooperation with the local disseminated through a monthly newsletter. and details need to come into play. This article school authority and the French Ambassador. Credit must be given to a local parent, now the will conclude by outlining a few details that Recognized worldwide and valid for a lifetime, President of CPF Alberta, who learned about have helped the FLRC organize and deliver 50 percent is considered a pass. the DELF exams and their implementation the exams. at Edmonton Public Schools. The Centre Each exam is considered independent, How Several School Boards organized a dialogue between three Collaborated to Implement and one can enrol in the level that he or she superintendents and Evaluation Plus Inc. feels comfortable. The FLRC is considering the DELF A decision was then collectively reached to adapting the grade level to the corresponding Since spring 2007, the French Language fully approve the project. It was decided DELF level. Initially, the Centre offered the Resource Centre (FLRC) in Grande Prairie, that the Centre would pay for the training exams at the following levels for immersion: Alberta, has delivered the DELF/DALF exams and the cost of the exams, and the school A1 – Grade 5; A2 – Grade 8; B1 – Grade 10; to 589 candidates from grades 5–12, as well as boards agreed to pay for the substitute costs and Grade 12 – B2. At these levels, the to college-level students and community (substitute costs are primarily incurred for immersion students in grades 5 and 8 members through a unique collaboration. both the oral exams component as two generally achieve very high. Several The Centre is the second in Canada to examiners are in the interview room, and comments have been made about how the introduce the DELF Scolaire (Edmonton for the correction of exams). exam is too easy for their profi ciency level Public Schools being the fi rst). The FLRC has Evaluation Plus Inc. provided the initial and that many would prefer it to be more more than 30 teachers who are trained training for teachers to become offi cial challenging. Thus, for this year, the Centre markers and examiners. The Centre grew correctors and examiners. By February 2007, may pilot a shift of the A2 level to Grade 6 recently and two new school boards were more than 20 teachers were trained and and the B1 level to Grade 9. For French as a added to the existing partnership of four 114 candidates took the exams that April. second language, the levels will remain at: school boards, two libraries, one college, the Initially, the Centre gratefully worked under A1 – Grade 9; and A2 – Grade 12. local French association, and the local CPF. the auspices of Edmonton Public Schools as a Nevertheless, some former immersion Created in 2006, the FLRC received matching testing centre. The Centre was granted the or francophone students in the FSL grant dollars of $500,000 from Canadian status of an offi cial examination centre by the program decided to do the B1 level. Heritage over three years. The Centre’s French Ambassador in the summer of 2007. Generally at the high school level, the Centre primary goal is to improve the delivery of The Centre is particularly pleased to continue is very fl exible with the levels chosen based French Education in Northwestern Alberta. to be able to offer the exams throughout the on recommendation and discussion with Besides being an examination centre, several schooling of the student, thereby hopefully the teacher. The FLRC conducts two DELF additional aspects have been developed in fostering a desire and understanding among sessions during the academic year in order order to support French teachers, students, both students and parents. Once a student to accommodate the high school and programs. The Centre purchased an has achieved the B2 level, he or she receives semester system. extensive collection of over 8,000 French acceptance into most universities in France The student and/or parent can choose to resources that are housed in its public library without having to write the Test de participate, just as the option is given to and are available to students, parents, connaissance de français (TCF), a language teachers to participate. Some schools teachers, and the general public. An array of placement test. distribute the application form to all DELF preparation books and series aligned Ideas for Successful DELF students in a grade level and strongly to the CEFR are also found in the library. encourage them to participate. When most The Centre collaborated with Grande Prairie Exam Administration students are participating at the same level, it In order for the delivery of DELF exams to Regional College to create a new French is easier for the teacher to prepare the class for Language Education Certifi cate program, become an enduring success, many factors
23 www.caslt.org • Promoting the advancement of second language teaching and learning one level. The preparation period varies Exams are collectively marked upon the References between schools and grade levels. completion of the oral interviews over a Centre international d’études pédagogiques, The Centre recommends at least one three- to fi ve-day process. Five to seven www.ciep.fr preparation class per week, two months correctors congregate for a day and mark. prior to the exam. We feel it is important The process is intense, but the discussion Dr. Wally Lazaruk, Evaluation Plus Inc., that the student becomes familiar with the and collaboration among teachers of French and Stuart Wachowicz, Summary notes from Forum on the Common European Framework of format of the exam: practicing the listening from different school boards is enlightening Reference for Languages: Implications for Alberta, activities and the oral interview. Over the for all. October 2007, Calgary. years, we have noticed that some students It is important to note that the Centre are more prepared than others. Most contracts administrative assistance teachers very much enjoy working with services strictly for the DELF. The the DELF preparation material and choose contractor helps advertise the next to integrate the activities in their yearly session and is especially busy during planning. It is evident that the students the six-week period of preparation, who are better prepared express more administration, and correction. confi dence in taking the exam. Despite the many struggles involved in The FLRC only accepts registrations implementing a new project in a relatively until three weeks prior to the exam. short period of time, the results have been Lesley Doell The administrative process of copying the very encouraging. Parents, students, and Lesley teaches and develops French and exams, correcting rubrics, and scheduling teachers recognize the value of the diploma Education courses at Grande Prairie an interview requires a large amount of and appreciate the format of the exam that Regional College. As a French preparation. Although our centre provides equally evaluates reading, writing, speaking, Language Consultant for the French the exam to students free of charge, it and listening. We are thrilled to have this Language Resource Centre in Grande does require a $50 registration fee from exceptional opportunity in Northwestern Prairie, Lesley was thrilled to attend a high school students, which is refunded Alberta and will strive to maintain and Stage BELC in Nantes, France, for four when they take the exam. Given that the expand a worthy cause. •••••• weeks this July. She holds a MEd from administrative process is considerable and the University of Toronto, and BEd and discovering that some high school students BFA from the University of Calgary. failed to attend the exams during our pilot [email protected] year, the Centre decided to implement this procedure to alleviate the problem.
Pour un meilleur enseignement des L2, stratégique des langues secondes au niveau Ellis, R. (1994). The Study of Second Suite de la page 21. universitaire », La Revue canadienne des Language Acquisition, Oxford, Oxford langues vivantes, 52(3), 1-25. University Press. Références Besnard, C. (2001). « Du behaviorisme Besnard, C. (1995b). « L’apport des Ellis, R (1985). Understanding Second Skinnérien au constructivisme social sciences de l’éducation, de la cognition et Language Acquisition, Oxford, Oxford Vygotskien : les nouvelles responsabilités du développement à l’enrichissement du University Press. répertoire méthodologique des professeurs des enseignants et des apprenants en L2 », Krashen, S. (1981). Second Language de L2 », La Revue canadienne des langues Proceedings of the 8th International Acquisition and Second Language Learning, vivantes, 52(1), 7-21. Conference on Language, Communication, Oxford, Pergamon Press. and Society, 502-506. Carapet, T. (2006). L’infl uence des Mitchell, R. et Myles, F. (1998). Second différences individuelles cognitives Besnard, C. (1995a). « Les contributions de Language Learning Theories, London/New sur l’apprentissage des L2, Toronto, la psychologie cognitive à l’enseignement York, Oxford University Press/Arnold. York University. Naiman, N., Fröhlich, M., Stern, H. et Tatiana Carapet Todesco, A. (1978). The Good Language Tatiana Carapet, M.A. en études françaises, est professeure de Learner. Research in Education Series No. français en immersion à Millwood J.S., Toronto. Ses articles 7, Toronto, Ontario Institute for Studies portent sur l’influence des différences individuelles cognitives in Education. sur l’apprentissage et l’enseignement des langues, la question de l’identité ethnolinguistique des apprenants des L2, l’accent non natif dans une L2, les stratégies d’enseignement et d’apprentissage du français L2. [email protected]
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 24 Ask an Expert • Demandez l’avis d’un expert
What does this have to do with grammar? Grammar in Context If you teach grammar in high-risk (low context) situations, you have n each issue of Réfl exions, CASLT members little or no way of controlling your investment. Moreover, the investment can seek advice on second language teaching will most often be volatile and unreliable. However, if you teach Ifrom leading experts in the fi eld. Our expert grammar in context, you are making a solid investment for the future. this month is Lace Marie Brogden, Assistant The best part is that the fi xed term “future” can be variable, so you can Professor of Education in the Programme du invest (grammatically speaking) in a concept, in a unit of study, over an Baccalauréat en éducation at the University of entire grade level, and even over the course of a child’s education, Regina, where she teaches in the areas of French however, remember the caveat: you may not see the results of your Immersion and French in minority language investment right away. Grammar in context is a long-term investment. education contexts. She has a Bed from the What does grammar in context look like? University of Regina, an MA in educational leadership from San Diego State University, and In a Kindergarten French Immersion class, it might look like a simple a PhD in curriculum and instruction from the comptine: “C’est ma fête, c’est ma fête, j’ai six ans; je ne suis plus petit, je University of Regina. Her research focuses primarily on linguistic and suis grand.” By chanting this little verse repeatedly throughout the year professional identities of pre-service and in-service immersion teachers, on the occasion of each child’s birthday, students will learn to use avoir and professional induction in immersion contexts. She can be reached at instead of être when citing their age. Plus, by sacrifi cing a bit of rhyme [email protected]. for the sake of good grammar, girls say “Je ne suis plus petite, je suis grande,” thus introducing all students in the class to the importance of Grammar seems to be a bad word. Do we still teach grammar? If so, gendered, noun-adjective agreements. That’s quite an investment in what is the best way? grammatical content before students have even left Kindergarten! Grammar isn’t a bad word. However, grammar alone isn’t much of Fast forward to Grade 6 (in Manitoba in this instance). In middle years, anything: morphemes – constraints – syntax – past perfect – conjugate. content area reading provides ample opportunity to learn grammar in However, we need grammar for language to make sense. We need to context. Instead of having students do rote conjugation of passé composé, teach grammar to help kids make sense of language. More often than use two colours of highlighters when reading a text about the Winnipeg not, blanket statements such as “grammar is bad,” lead to gaps in our general strike, underlining instances of passé composé and imparfait. teaching, which, in turn, lead to gaps in student learning. Instead of Talk about the differences and have students generate rules for when judging grammar itself, think of it as an investment – think GIC: they use each tense. Then, have students write their own news articles Grammar in context. about the strike, putting their verb tenses rules into practice. In monetary terms, a GIC (guaranteed investment certifi cate) is There is one last thing to consider. Sometimes, as adults, we remember considered a safe investment over time. Further, most GICs have seemingly terrifi c investments we made at university in an upper-level, variable terms, so you can purchase one for 30 days, a year, or 10 years. university French class full of conjugations and verb tenses. However, it is There is, of course, a caveat: when you invest in a monetary GIC, important to remember that contexts that may or may not be appropri- you can’t usually withdraw your investment before the fi xed period ate for adult learners (an argument for another day), do not necessarily is over without penalty. – in fact rarely – apply to children learning a language day-to-day. To conclude, remember the value of GICs: when investing in children’s ASK OUR EXPERTS! (grammatical) futures, context matters! •••••• Do you have a topic of interest you would like discussed in this column? Send your questions to [email protected]. Lyster, R. (2007). Learning and Teaching Languages Through Content: A Counterbalanced Approach. Amsterdam/Philadelphia: John For Further Reading on Teaching Grammar Benjamins. in Context in Language Classrooms Mandin, L. (2008). « Transmettre le fl ambeau : L’avenir de l’enseignement des langues secondes est entre nos mains. » Revue Katz, S.L., and Blyth, C.S. (2007). Teaching French Grammar in canadienne de linguistique appliquée / Canadian Journal of Applied Context, Theory and Practice. New Haven: Yale University Press. Linguistics, 11(1), 5-20. Kristmanson, P., Dicks, J., and Le Bouthillier, J. (2008). “ÉCRI: A Mantello, M. (1997). “Error correction in the L2 classroom.” Canadian writing model incorporating best practices in French immersion” Modern Language Review / La Revue canadienne des langues vivantes, [online]. Proceedings of the IASK (International Association for the 54(1), 134-141. Scientifi c Knowledge) – Teaching and Learning 2008, Aveiro, Portugal. Retrieved 9 September 2009; http://www.unbf.ca/L2/Resources/ Vignola, M-J. (1994). « La correction des erreurs à l’oral : Un des défi s PDFs/Aveiro_Article.pdf de l’immersion française. » Le journal de l’Immersion Journal, 18(1), 35-40.
25 www.caslt.org • Promoting the advancement of second language teaching and learning Tech Talk • Parlons technologie Teacher’s Lounge • Le coin des professeurs
Want advice on using multimedia and new technologies in your language classroom? Got some tips to share with other CASLT members? Send us your questions and recommendations: [email protected]. Twitter as a Professional Development Tool By Gilles Côté for teachers of other languages as well: “#casltgerman,” “#casltjapanese,” and so on. The only requirement is to inform witter is gaining popularity at a vertiginous pace; so much a suffi cient number of like-minded twitterers and invite them so that the Global Language Monitor, an organization which to use the hashtag. If anyone is interested in creating such a analyzes and tracks trends in languages the world over, has T channel on Twitter, please contact me and we will be happy to announced that “Twitter” was the most widely used word in 2009 publicize your twitter channel in our monthly newsletters. •••••• (ahead of “Obama” and “H1N1”). Twitter subscribers can write “tweets”: messages similar to posts in a blog, but limited to 140 characters. These are displayed on the author’s profi le page and on the profi le pages of those who Twitter Users have chosen to be his or her “followers.” Tweets can include links January 2008: 500,000 to Web sites, blogs, videos, and other online documents. January 2010: 100 million An increasing number of educators are exploring the potential of this social networking tool as a professional development venue. Tweets It is being used in a variety of ways to share information, insights, January 2009: 1 billion ideas, and inspiration with others. January 2010: 7 billion Teachers are tweeting: • about useful Web resources, blog posts, videos, Web sites, books, products, and services that teachers would fi nd useful; Resources • to broaden their horizons by “picking the brains” of other Dr. Z Refl ects: 6 Resources for Using Twitter in Education: professionals locally and internationally; http://tinyurl.com/ygeqcfx • to get instant feedback on ideas they share with other teachers; • to refl ect on teaching experiences, and improve their own Who Should I Follow - Twitter for Teachers: practices or to support others in doing so; http://tinyurl.com/cw4abt • to ask questions to, and get answers from, their peers. Twittonary | A Twitter Dictionary: http://twittonary.com One notable example of the potential of Twitter as a PD tool is the e-book produced by Doug Belshaw. Last November, on his blog (http://dougbelshaw.com/blog), Belshaw invited new and existing teachers who wished to share tips and pick up new ones, to use the hashtag “#movemeon” in their tweets. Hashtags are created by placing the hash (#) symbol in front of any term and are used on Twitter to create the equivalent of channels. Twitter users Gilles Côté can easily search for and fi nd all tweets containing a specifi c Gilles Côté was a teacher for 23 years, hashtag. One month later, Belshaw had a suffi cient number of teaching ESL in Quebec and FSL in responses from nearly 60 educators to publish an 80-page e-book British Columbia. He was involved with suggestions of activities, ways of dealing with behaviour in educational resource development problems, classroom management tips, ideas on using technology, as a French Department Head. Since 1994, he has been and half a dozen other relevant topics. The e-book is now available involved in educational Web site creation and content to download free of charge at http://tinyurl.com/yasrhy6. development. From 2000 to 2007, he was the CASLT Web site webmaster. Gilles is the web-based Education Offi cer This experiment could obviously be repeated with any hashtag. for CASLT. CASLT members could, for example, share ideas, resources, and [email protected] tips on teaching French as a second language by using Twitter and adding “#casltfsl” to their tweets. The same could be done
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 26 What’s New in ResourcesTeacher’s • LoungeNouvelles • Leressources coin des pédagogiquesprofesseurs
DVD Tip: extr@ auf improvements. Subtitles are also available Des nouveautés des in English and German. Deutsch Éditions CEC In addition to the material on the DVDs, Les Éditions CEC publient, diffusent et Target audience: three interactive CD-Roms are also distribuent des ouvrages pour tous les German profi ciency available as a Web link with even more ordres d’enseignement, de la maternelle à level B1-B2, ages exercises: http://www.channel4learning. l’université. Elles publient des ouvrages de 13-20 (but older com/sites/extra/. référence de même que des collections en learners also enjoy it). You can order the DVD from Hueber: pédagogie et en didactique. La collection These two DVDs http://www.hueber.de. ••••••• De la théorie à la pratique offre 7 titres feature thirteen intéressants pour les enseignants de FLS. 25-minute episodes about four young Let’s Talk! – A Handbook Le travail en projet à votre portée (ISBN : people in Berlin: Sascha and Anna live on Oral Interaction for 9782761720830) de Michel LeDoux, together in a WG (shared accommodation). Secondary Level Students propose des démarches qui facilitent Nic is their neighbour and he loves Sascha. l’introduction du travail en projet, explique Sascha, however, is not in love with him. French students des changements exigés dans les pratiques Anna, on the other hand, likes Nic a lot. often ask why they pédagogiques et des suggestions pour la And then there is the American Sam, who need to learn mise en place de pratiques évaluatives is Sascha’s old pen pal and who shows up English. The main dans le cadre d’une approche par projet. one day in Berlin. Soon, life for all four of purpose of learning Cette ressource présente du matériel them becomes very interesting. The style a second language reproductible comme les instruments and topics of these episodes are very is to be able to d’autoévaluation des attitudes, des appealing to the learner (except for the orally communicate exemples de planifi cation, des fi ches laugh track dubbed onto it but you get an idea, an opinion, reproductibles liées aux activités used to it eventually and don’t really hear a feeling, a message, préparatoires au travail en projet, un it anymore). a need, or an interest. The “Let’s Talk!” journal de bord du projet de l’élève et A central point in the story line is that handbook provides secondary level un portfolio d’apprentissage. Cette Sam only has some basic knowledge of students with fun activities to help them ressource est utile aux enseignants de German, which makes for much of the express themselves in English. français intensif et du programme humour. Sam’s efforts to fi gure out the The “Let’s Talk” handbook is the latest post-intensif qui cherchent à offrir des German language form the central project from the Society for the Promotion situations d’apprentissage authentiques dynamics of the language learning of the Teaching of English as a Second à leurs élèves. process and progression both for Sam Language in Quebec (SPEAQ, Société pour Stratégies pour une lecture effi cace au and the students who watch this sitcom. la promotion de l’enseignement de primaire (ISBN : 9782761718707) de In a progressive manner, the episodes l’anglais, langue seconde, au Québec), Denise Bédard et Danielle Montpetit, cover the most important vocabulary made possible via a grant from Canadian propose aux enseignants des pistes and the most important language Heritage. It provides general tips and d’enseignements explicites de stratégies structures of the German language. suggestions for teachers, as well as de lecture par l’intermédiaire d’une The DVDs include some nice extra features ready-made activities to help students banque d’interventions et d’un ensemble such as vocabulary lists, which are available interact orally in English. The activities de documents reproductibles qui facilitent for print in PDF format as well as audio included in this handbook will allow l’évaluation de la compétence à lire fi les. Furthermore, each episode features students to practice speaking English, des élèves et favorisent l’application exercises like answering questions and gap cultivate their knowledge of certain de stratégies en classe. Le matériel fi lling exercises, which can be printed out frequent and useful structures such reproductible comprend des affi chettes et and done as a written assignment or orally. as everyday functional language and des outils d’évaluation et d’autoévaluation. Transcripts for all 13 episodes are available expressions, build their self-confi dence, and allow a willingness to take risks, Les Éditions CEC : téléphone : 514-351- as well. The DVD also comes with a karaoke 6010 ; (sans frais) : 1-800-363-0494 ; function. This neat idea enables the develop a positive attitude toward learning and using the English language, foster a télécopieur : 514-351-3534 ; site Web : students to practice their speaking skills. www.editionscec.com.•••••• They become the actors in the sitcom and sense of pride in the ESL classroom, and can practice pronunciation. They can expand their ability to communicate with record themselves and listen to it and make a native English speaker through a variety of situations. ••••••
27 www.caslt.org • Promoting the advancement of second language teaching and learning Teaching FSL Tips • Conseils pour enseigner le FLS
BonPatron: Timely and Specifi c Feedback for FSL Writers By Karen Green If you’re an FSL teacher, you’ve heard No studies have been made specifi cally on the interlingual errors such as Je suis fi ni, Sur effectiveness of BonPatron as a teaching tool, onPatron was developed by Dr. Terry samedi, and Il donne moi. A large number but on the Web site, user testimonials abound. Nadasdi of the University of Alberta of English grammar rules are transferable Teachers and students appreciate that and Dr. Stéfan Sinclair of McMaster B to French and we shouldn’t systematically feedback is immediate and that BonPatron University, and released in 2005. It is, discourage the process (Calvé 1991), but as frees the teacher to do less correcting and according to Nadasdi, the only online teachers, we should discourage the errors. more teaching. corrector of French grammar and spelling. BonPatron fi nds 86% of grammatical errors. Individual users may use the free Web site As an Anglophone working in French In addition, the creators search the submitted or choose to subscribe to BonPatronPro. Immersion, I fi nd BonPatron to be an texts for mistakes and create new rules. Users It includes additional features, such as a invaluable tool and teacher. I paste text in the can also send them suggestions for new rules. virtual keyboard for accented letters, a window and hit vérifi er and it returns with summary of errors for each submission, potential errors highlighted. When I place the Assessment for Learning is being widely text archiving, use of an English-French cursor on a highlighted word, I receive a list promoted outside of second language vocabulary tool, and grammatical exercises of recommended correct spellings or, in the research. Based on the conclusions of Black related to the errors found in the text. case of grammatical errors, an explanation and Wiliam (1998a, 1998b), after an extensive The free site provides teaching benefi ts, (note: users can choose to receive feedback survey of the relevant research literature, but is awkward to use because it requires in French or English). I consider the feedback, formative assessment (including specifi c going offsite to type text with accents or decide if changes are necessary, and and timely feedback that engages the learner) to make corrections requiring accents. determine which changes I should make. is promoted as a critical element in successful Then, I correct and resubmit the text until it teaching and learning. BonPatronEdu is now available. It offers returns without errors. educators the option of paid subscriptions BonPatron provides that timely and specifi c for classes or labs. In addition to the features BonPatron is very good at detecting and feedback to FSL writers and then encourages of BonPatronPro, BonPatronEdu allows explaining errors based on “interlanguage,” them, with helpful input, to fi gure out how teacher administrators to create user lists, to where a second language learner tries to to bridge the gap. Each suggested correction view submitted texts, and to set parameters apply rules from his mother tongue to his or focuses on an element, and one must for the corrections to direct BonPatron to her new language. For example, following an resubmit the text to see if other errors are correct only certain types of errors. A list attempt to start a sentence with Aussi, I hidden. This also fi ts with Assessment for of suggested controls and an overview is learned from BonPatron that: “En début de Learning practices, where one is encouraged available at demo.bonpatron.com. phrase, Aussi veut dire ‘therefore’. Si vous to work on one teaching element at a time. For all other information, go to voulez dire ‘also,’ il faut écrire Par ailleurs ou http://bonpatron.com. •••••• De plus”.
References Black, P., and Wiliam, D. (1998a). “Assessment and classroom learning.” Assessment in Education, 5(1), 7-71. Karen Green Black, P., and Wiliam, D. (1998b) Inside the Black Box: Raising Standards Karen Green has been through Classroom Assessment. London: King’s College, School of teaching French Immersion Education. Kindergarten, Grade one, and Burston, J. (2008). “Review of BonPatron: An online spelling, grammar, Grade two since 1980. For the and expression checker.” CALICO Journal, 25(2). past three years, she has been lead teacher of a professional learning community of Immersion Calvé, P. (1991). « Corriger ou ne pas corriger, là n’est pas la question », teachers in Pembina Hills. Their project, funded by Le Journal de l’immersion, 15(1), 21-28. the Alberta Initiative for School Improvement, Nadasdi, T., and Sinclair, S. (2007). Anything I Can Do, CPU Can Do focused on using the strategies of assessment for Better: A Comparison of Human and Computer Grammar Correction for learning – in particular feedback and the correction L2 Writing Using BonPatron.com. Available at http://bonpatron.com/ of error – to improve the students’ spoken French. Resources/Docs/dublin.pdf, checked on January 5, 2010. [email protected]
28 www.caslt.org • Promoting the advancement of second language teaching and learning For Your FSL Students • Pour vos élèves de FLS Des chiffres et des lettres* — Part 2
By Ryan Vickers 5 numbers off, 5 points for 10 numbers off, and after that, you’re out of luck! However, SL students could use reinforcement you can change the system (e.g., 10 points in the knowledge of numbers in on the nose, 9 points for one away, and French. I continually see students F so forth). struggle to produce the numerical date, the year, or the price of a candy bar. One On the TV program, the contestants are way to practice this is to play a Des chiffres given 30 seconds. That’s really fast! I would round of Des chriffres et des lettres. recommend starting with a one minute time limit, and working from there. While le mot le plus long has been with the show since its inception, le compte est bon Finally, if you’re looking for the “true” was a later creation. Players are given experience, play a full émission of Des six numbers and are asked to use basic chiffres et des lettres. The format used is Laurent Romejko, Arielle Boulin-Prat, arithmetic (addition, subtraction, Ryan Vickers, and Bertrand Renard on 1 compte est bon, 2 mot le plus long, and multiplication, and division) and to hit “Des Chiffres et des lettres” then repeat three times to get a total of a target number. For example, given 1, 4, 5, 4 numbers and 8 letters. •••••• 7, 8, and 50, can you calculate your way to * Note: This is the second part of an article 339? (The answer can be found at the end When calculating their responses, students explaining how to play Des chiffres et des of this article – although you might come should know the following rules: lettres. To learn how to play le mot le plus long, up with a different solution!) 1. You may only use each number see the October 2009 issue of Réfl exions. To begin, grab a pack of index cards. First, once. For example, if you use the 1, you can’t The answer, by the way is: make 20 cards, using the numbers 1–10 use it again. However, if you do 7 + 1 = 8, 50 x 7 = 350 8 + 4 = 12 inclusive TWICE, so you’ll have two cards you now have use of an 8, but not the 7 or 12 – 1 = 11 350 – 11 = 339 for every number. On the back of these the 1. cards, write PETITE. Then, take four cards 2. If there is a repeated small and write 25, 50, 75, and 100 on each ONCE. number, feel free to use both of them. On the back of these cards, write GRAND. In this example, you may do 7 x 5 = 35, Separate these two piles. Now, make three using the fi rst 5, and then you can use the additional piles: the fi rst should contain Ryan Vickers second 5. nine cards with the numbers 1–9, and the Ryan Vickers presented, along second and third piles should each have ten 3. Students can’t use numbers that with his coworker Pina Viscomi, cards, numbering 1–10. These will form the haven’t been posted. They can’t use a 25 in the workshop entitled “I’d Like to “target number.” Make sure to shuffl e each this equation because it’s not there (unless Buy a Vowel: Game Shows in the deck separately. they choose to do 5 x 5 = 25). Language Classroom” at the 2009 Languages Without Borders It’s now time play le compte est bon! Ask a 4. Students must use whole numbers. conference. He is currently on student to say how many PETITE numbers They may not do 5/2 to get 2.5 and then leave from his teaching position he/she’d like and how many GRAND multiply by 100 to get 250. at Pickering College in numbers he/she’d like. Usually, the easiest 5. Students don’t have to use all Newmarket, Ontario. He was way to get a correct solution is to go for 6 numbers. If they can do it in less, more present for a recording of “Des a combo of 5 small and 1 big. As your power to them. chiffres et des lettres,” where he students get the hang of it, have them was interviewed on-air about play 4 small and 2 big. For the number How can we reach 677? There may be using the game as a teaching tool. crunchers looking for a challenge, play several ways – that’s part of the fun. Here His appearance on “Countdown,” 2 small and 4 big, or my dreaded is one: the British version on Channel 4, combination: 6 small! 7 x 100 = 700 5 x 5 = 25 can be found on Youtube. Write the six numbers on the board. Then, 700 – 25 = 675 675 + 2 = 677 [email protected] draw a number from each “target number” It might take a few steps, but you can get it! pile. You might have something like this: Scoring is done as such: 10 points for 1 2 5 5 7 100 Target: 677 hitting the exact target, 7 points for being
Favorise l’essor de l’enseignement et de l’apprentissage des langues secondes • www.caslt.org 29 For Your Ukrainian Students • Вашим українським учням
Ukrainian Language Exercises Submitted by Romana Bedriy Email: [email protected]
30 www.caslt.org • Promoting the advancement of second language teaching and learning For Your Ukrainian Students • Вашим українським учням
31 www.caslt.org • Promoting the advancement of second language teaching and learning Upcoming Language Conferences • Conférences de langues à venir
For full, up-to-date listings, consult the CASLT PD & Events Calendar, available on www.caslt.org under the “What We Do” – “Our PD & Events” menus • Pour une liste détaillée des conférences, visitez le calendrier des activités et conférences de l’ACPLS au www.caslt.org sous les menus “Ce que fait l’ACPLS” – “PP et activités”. To submit your event for our Web and print listings, send an e-mail to [email protected] • Pour inscrire votre événement à notre liste imprimée et Web, envoyez un courriel à [email protected]
2010 February 24-25 CASLT Chez Vous (CCV), Saskatoon and Regina, SK. www.caslt.org March 8-10 Languages Canada Conference, St John’s, NL. www.languagescanada.ca March 25-27 Ontario Modern Languages Teacher’s Association (OMLTA) Conference, Toronto, ON. www.omlta.org April 22-24 Canadian Association of Principals (CAP) Conference, Regina, SK. www.cdnprincipals.org/conference.htm April 29-30 Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL) Research Colloquium, Ottawa, ON. www.olbi.uottawa.ca/en/ccerbal.php April 29-30 Celebrating Linguistic Diversity (CLD) Conference, OISE, University of Toronto, Toronto, ON. www.oise.utoronto.ca/MLC/conference.htm April 29-30 Congrès annuel de l’Association québécoise des enseignants de français langue seconde (AQEFLS), Montréal, QC. www.aqefl s.org May 27-28 RASCALS Colloquium, La société pour la promotion de l’enseignement de l’anglais, langue seconde, au Québec (SPEAQ), Saint-Jérôme, QC. www.speaq.qc.ca/index.htm May 28-31 The Canadian Association of University Teachers of German Congress, Montreal, QC. www.cautg.org June 1-3 Canadian Association of Applied Linguistics (CAAL) Annual Conference, Montreal, QC. www.aclacaal.org July 4-7 American Association of Teachers of French (AATF) Conference, Philadelphia, PA. http://frenchteachers.org/convention/default.htm July 7-9 Canadian School Board Association (CSBA) Congress, Halifax, NS. www.cdnsba.org September 23-24 CASLT AGM and Networking Event, 40th Anniversary, Winnipeg, MB. www.caslt.org October 2-3 International Languages Educator’s Association (ILEA) National Language Expo, Toronto, ON. www.ilea.ca October 14-16 Association canadienne des professeurs d’immersion (ACPI) Congrès, Moncton, N-B. www.acpi-cait.ca October 14-16 Association française d’éducation comparée et des échanges (AFDECE) International Colloquium, Montreal, QC. www.afdece.com October 22 Manitoba Association of Teachers of French (MATF) Conference, Winnipeg, MB. www.matf.ca October 22 Nova Scotia Language Teachers Association (NSLTA) Conference, Halifax, NS. http://local.nstu.ca/web/nslta October 22 British Columbia Association of Teachers of Modern Languages (BCATML) Conference, Kelowna, BC. www.bcatml.org/conference2010.html October 29-30 Second Languages and Intercultural Council (SLIC) Conference, Edmonton, AB. http://slic.teachers.ab.ca/Pages/Home.aspx November 11-13 La société pour la promotion de l’enseignement de l’anglais, langue seconde, au Québec (SPEAQ) Conference, Québec, QC. www.speaq.qc.ca