Association canadienne des professeurs de langues secondes Canadian - - PowerPoint PPT Presentation
Association canadienne des professeurs de langues secondes Canadian Association of Second Language Teachers Association canadienne des professeurs de langues secondes Canadian Association of Second Language Teachers Bienvenue et introduction
Association canadienne des professeurs de langues secondes Canadian Association of Second Language Teachers
Association canadienne des professeurs de langues secondes Canadian Association of Second Language Teachers
Association canadienne des professeurs de langues secondes Canadian Association of Second Language Teachers
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IF – first year program – Gr. 6 – in 12 elementary schools (5 districts). Many, varied configurations for Post-IF in secondary schools.
stable programs; excellent teachers; strong student learning
added one IF class last year in Vancouver; current 2-year evaluation (including DELF)
energizing some secondary core French programs (highly teacher-dependent)
some teachers of other languages (Spanish, Punjabi) integrating IF pedagogy – oral language, literacy
some localized PD for IF and post-IF teachers (in Surrey)
retirement/moves = turnover = new, keen teachers but not enough BC programs or teachers to warrant summer institutes; must travel far for initial formation
resource funding has reduced; drastically in one district
Post-IF really depends upon secondary school teacher (openness to IF pedagogy) and admin (timetabling specific course)
Grade Current # of classes (approx.) Current enrollment (approx.) New Brunswick Intensive French Program & Date
**Evaluations/Systems Checks ***Achievement Standards 4 190 3136 Pre-Intensive French (Pre-IF) (2009) 150 wk/blocked 5 200 3439 Intensive French (IF) (piloted from 2002- 2007 implemented provincially in 2008) 300 hr block & 45 hr block Oral Interview Writing assessment Reading research in Feb 2013 Oral Writing Reading – research in progress 6 120 3680 Post-Intensive French (MS-PIF) (2009) 200 mins wk/blocked Writing collected in spring Oral Writing 7 120 2868 Post-Intensive French (MS-PIF) (2010) 200 mins wk/blocked Writing collected In spring 8 120 3335 Post-Intensive French (MS-PIF) (2011) 200 mins wk/blocked Writing collected In spring Oral Writing 9 90 3482 Post-Intensive French (HS-PIF) (2012) 90 hr course – 1 sem. Writing collected In spring 10 90 4226 Post-Intensive French (HS-PIF) (2013) 90 hr course – 1 sem. Oral proficiency (10 %
Writing collected In spring Oral Writing 11 40 960 Post-Intensive French (HS-PIF) 90 hr course – 1 sem. (optional) + * Blended High School Program option (choosing FI courses in gr 11-12) Implementation Sept 2014 Writing collected In spring 12 12 276 Post-Intensive French (HS-PIF) 90 hr course – 1 sem.(optional)+ *Blended High school program option (choosing FI courses in gr 11-12) Implementation Sept 2015 Oral profiency all FSL students Oral Writing - draft only 4-12
982 classes * 25,402
Notes: *Blended High School Program is for students with Intermediate proficiency or higher **Changes to assessment in 2014-5 ***will be aligned with CEFR
Fully implemented from grade 4 through 10; partial implementation in grades 11-12
Extensive teacher training and follow-up PD
Programs supported by Policy (309 & 321) and Administrative Guidelines
Units of instruction for all grade levels
Guides for MS & HS to PCAC for approval 2014
Research to improve practice (writing, oral, reading, school background information)
Documents to support School Reviews (Programs at a Glance, Look-Fors, indicators)
Spring 2014 first cohort of gr 10 students (10%) who have completed the program (gr 4-10) will do oral proficiency assessment
Sharing of pedagogy with First Nations language curriculum writers
Need to improve teacher understanding of oral competency levels and make connections to classroom practice
Sharing of research findings with others
Development of reading component of program; finding suitable texts is difficult particularly at HS
Continuing to improve practice in all skills while implementing
Movement of personnel within system
Adapting/aligning achievements standards with CEFR (all grades)
Implementation of student language e-portfolios
Reading research in grade 6 & 10 P-IF
UdL in FSL – roll-out of unit for grade 5
Development of PIF 110 online
Intensive French continues to expand since we first began in 2007
Offering of Pre-Intensive French
Oral proficiency results are very positive
FSL teachers in Core and Immersion programs are using the neurolinguistic approach
Summer training open to teachers across Canada and abroad
Japanese Team visit and produce video with one of our Grade 5 IF classes
Cultural opportunities promote authentic experiences for our students
Strategies are directly linked to the CEFR philosophy and action-oriented tasks
Intensive French
Number
classes Student enrolment 2013-2014 Post- Intensive French Number
Student enrolment 2013-2014 Grade 5 6 168 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 6 6 6 4 2 315 475 628 80 22 Scheduling: Post-Intensive French Training
In Saskatchewan:
Students have several additional language options.
Additional language learning is not mandated so programming depends on the school division.
French Immersion is offered in 18 school divisions and Intensive/Post-Intensive French in 6.
Cree Immersion and Ukrainian Immersion are also offered in the province.
We are currently developing an Intensive Cree model.
Enrolments are increasing in both French programs. Intensive/Post Intensive French
–
11-12: 971 students
–
12:13: 1151 students
–
+ 15.6%
* 2013-14 numbers are currently being compiled.
Lack of qualified teachers (all programs and
There are inconsistencies among SDs relative to
No increase in funding within new Federal-Provincial
Difficulty finding resources that meet the needs of
Lack of post-secondary opportunities offered in the
Drastic improvement on oral skills Training available (IF/Post IF) in August (last
Collaborations with First Nation Oral assessment plan in place Intensive French Support teacher
Trained teachers turn over Qualified subs Bilingual teachers Post IF (High school level) Informing administrators Compacted curriculum (2nd half of IF)
established in 2004 as pilot project at Grade 6 level.
average of 12 classes in 10 schools in 4 of 7 anglophone school boards (districts)
une option dans 9 des 10 écoles offrant le FI
Consistent student success
Strong support from stakeholders, positive, enthusiastic feedback from students
Project is stable; Where FI is established, schools and parents work hard to ensure the program continues.
Intensive French will become an official program option in NS, with a target implementation date of September 2015.
Le français intensif deviendra un programme
Augmenter le nombre de classes, d'écoles et
Promouvoir le FI en N-É : nos succès, les bénéfices
Répondre aux inquiétudes : la compression du
Cree School Board of James Bay, Québec
Intensive Cree program in Saskatchewan
Training on oral language acquisition to First
instructional time in other subject areas did not have a detrimental effect on student achievement in those subjects.
schools - “If I wanted my kid to learn French, I would have put him in immersion.”
are placed in this class rather than in Core French
10 families of schools will hopefully be implementing this in grade 4 in September 2014
writing
have been piloting the use of two different language portfolios, one at the grade 4-5 level and one at the intermediate-senior high level
elementary and secondary levels, but IE is tolerated Parti Québécois (PQ)
five years Liberals
says there will be no more IE
acknowledging +80% of parents wanted IE)
elementary
months/5months, ½ day/ ½ day…)
students with a more effective language learning experience
and at least as good in the other subject matters
which was set aside
bibliography on research pertaining to IE
de 2e cycle de formation à l’enseignement de l’anglais intensif au niveau primaire
Christ the Redeemer Catholic Schools started Intensive French in 2004 in High River and Strathmore
High River = 2 pre-intensive classes Gr 4, 1 Gr 5 Intensive French, 1 class of Post Intensive French – Gr 6,7,8, ,9. Gr 10 students take FSL 20-9y and Gr 11, they take FSL 30-9y and have the option for the DELF B1 level test.
Strathmore = 2 pre-intensive classes Gr 4, 1 Gr 5 Intensive French, 1 class of Post Intensive French – Gr 6,7,8, ,9. Gr 10 students take French 30-9y and take the DELF B1 test.
Both of these schools offer only 1 class of French in Grades 7 -9 which has 120 hours and Social Studies in French.
Our challenges are that the program is an option in both communities and both communities only have two classes of each grade. All students choose in Gr 5 if they want Intensive French. FSL continues for the rest in Gr 5 and 6 but in Gr 7 there is not enough who choose French option, so it is done in Gr 6. Teachers are noticing students lagging in Gr 6 as they know it does not continue. We are thinking about all IF in Gr 6 or different strategies to motivate them to take FSL. Also attrition in Gr 8 and 9 is high because we can’t offer the 200 min of French instruction. Our programs die if we do as the students do not want to miss ‘cooler’ options like drama and new media which require less homework. Instead, we offer SS in Gr 7 -9.
Calgary started in 2012 with two classes at Nosecreek. This school chose the ‘ this is how
They now have 4 classes de 5e année. Next year they will have 6 classes de français
Alboya school is starting two classes of Gr 5
I have trained over 90 teachers in this method
I have given 5 full day workshops and 3 half day
One professor from the U of C sends all of her
up until last year (12-13);
Nunavut context;
ELA;
neurolinguistic approach teaching strategies to FSL classes;
approach to the teaching of Inuit languages in the future.
make the Intensive French Program impossible to deliver in the future, is why it was abandoned this year (13-14). Nunavut has 3 official languages. Inuit languages have to be delivered for a certain percentage of the time, leaving little to no time for the delivery of a third/additional language.
possibility of exchanging with teachers with the same teaching assignment and limited professional development available in the territory;
to all students, there seemed to be a ‘natural streaming’ happening
Mise sur pied initiale en 2005;
depuis 2005, cinq divisions scolaires ont entamé le FI soit en 5e ou en 6e année;
aujourd'hui, trois divisions scolaires l’offrent;
depuis la mise en œuvre au Manitoba en 2005, au delà de 500 élèves
au Manitoba, une douzaine d’enseignantes ont bénéficié de la formation dans les stratégies du FI;
les régions rurales, là où il y a un intérêt à apprendre le français mais que les élèves sont situés à une distance trop éloignée d’un centre immersion, présentent un contexte idéal à l’implantation du FI.
Les difficultés de retrouver des enseignants qui œuvrent dans le programme anglais qui possèdent les compétences langagières requises et la volonté de livrer le FI;
une question d’organisation de la grille horaire dans une école qui offre le FI et le Post FI et le regroupement subséquent des élèves après l’année intensive;
assurer que la disponibilité du FI soit équitable pour tous les apprenants;
sur ce, trouver un équilibre entre l’équité de la disponibilité et la capacité divisionnaire de pouvoir mettre en place des enseignants qualifiés à enseigner le FI;
la prise de décision de la part des intervenants qui ne comprennent pas la valeur de l’apprentissage du français au sein du programme anglais.
Labrador.
professional learning for the ICF program since it began several years ago.
reconfiguration of school districts. ( done over 3 days. 5 is obviously better)
Department.
Current work on curriculum integration and cross curricular teaching at the Grade 6 level. Working collaboratively with Grade 6 counterparts as the Grade 6 Language Arts program is also currently under revision. A focus as well in last few years has been integrating the strategies encouraged through neurolinguistic approach at the High School level. A great amount of resources have been provided High School Core French in the form of reading. As well, the Department has invested a great deal of time and resources in teachers, working groups, support documents and the districts to support this. The districts have continued professional learning in this area. Challenges: Continuing to encourage this approach is effectively integrated into teaching…
1998 Research Project - Claude Germain and Joan Netten 2002 Authorized Program of Department of Education
Government NL Current Offering
51 schools/92 classes/1704 students Represents 34% of the Grade 6 student population Teacher Training Student Engagement Increased interest in Late French Immersion and Senior
High Core French
Intermediate level teacher indicate positive remarks
Full Implementation (27 out of 51 schools) – Requires 100% parental agreement Partial Implementation (24 out of 51 schools) – Not all schools have full implementation – Must provide parental choice – Imbalanced classes – Staffing challenges Semesterized option
National network of FSL educators with
Representation from all jurisdictions in
Constitution revised January 2014 Series of Action Committees established
Sharing of relevant information (documents,
Creation of a website to facilitate sharing Assisting with implementation of new programs Alignment of achievement standards with CEFR Coordination of development projects to meet
Association canadienne des professeurs de langues secondes Canadian Association of Second Language Teachers