LLED 352 - 110
Teaching and Learning French as a Second Language – Elementary &
Middle Years
Instructeur: Wendy Lee
..
A modern language methodology course in which pre-service and practicing teachers learn about, observe,
and practise communicative language teaching strategies. Emphasis is placed on implementing a multidimensional, action-oriented curriculum as recommended in BC's Draft French curriculum. C'est un cours
très pratique qui incorpore des matériaux, des stratégies et des théories qui sont importants pour les écoles
élémentaires et intermédiares (middle years).
Composantes du cours
• introduction to communicative, action-oriented curriculum
• opportunities to observe, practise and evaluate language teaching and learning
• opportunities to become familiar with the Draft Core French Curriculum and Common European
Framework and Portfolio Project
• integrated readings and activities from a variety of sources
Évaluation
• inquiry into language learning
• une leçon de démonstration basée sur un sujet dans le cours
• evaluation tool: criteria and performance standards for one project
• participation et présence
Required Readings
BC Draft French Curriculum - 2011
• Anderson, B., Carr, W., Lewis, C., Salvatori, M., & Turnbull, M. (2008). Effective literacy practices in
FSL: Making connections. Toronto: Pearson
Livres recommandés (mais non-requis).
• Charlebois, A., Cogswell, F., Golinsky, A., & Sotiriadis, C. (2010). Strategies for success: A handbook of
current research, strategies, tips, and activities for FSL educators. Toronto: Nelson.
• Cogswell, F., & Kristmanson, P. (2007). French is a life skill: A summary of research, theories, and
practices. Toronto: Nelson.
• Rivers, W. (1994). Interactive Language Teaching. Cambridge: Cambridge University Press.
Structure du cours (adaptée des dix principes d'enseignement de langues de Wilga Rivers)
Principle 1: The student is the language learner.
Principle 2: Language learning and teaching are shaped by student needs and goals.
Principle 3: Language learning and teaching are based on authentic communication.
Principle 4: Development of language is nurtured by interactive, participatory activities using every
possible medium and modality to aid learning.
Principle 5: Language learning is literacy learning.
Principle 6: Development of language is nurtured by integrating across domains within and beyond the
classroom.
Principle 7: Language learning is penetrating other cultures.
Principle 8: Language knowledge and control are basic to language learning.
Principle 9: Planning for and assessing for learning shape language learning.
Principle 10: Language learning is a lifelong endeavour.
Assignments & Evaluation Criteria (PASS/FAIL course)
The assignments have been designed, in part, to provide you and your colleagues with a repertoire of
second language lesson plans and project rubrics that will serve you on practicum and in your teaching
career. The inquiry project allows you to reflect on and explore your practice as a language learner and
teacher. Additionally, you will engage in language learning as you participate, contribute, act as part of a
demo class for your colleagues, etc.
LANGUAGE LEARNING JOURNEY (Le portfolio)- due on or before ______
Using the Language Portfolio as a point de départ, reflect on your journey to date as a language learner (for
all languages) using this document (.doc) .
A. Identify your proficiency levels in English, French and other languages.
B. Indicate some of your language learning experiences and strategies.
C. Represent 3 to 5 artifacts (could be written, drawn, audio, photos, etc.) with 2 to 3 sentences explaining
the personal connection to each.
Level 2 - Basic
Meets expectations
Criteria
Provide self-assessment of
language proficiencies (Common
Framework of Reference).
Briefly recount your language
learning journey,
events/insights/milestones along
the way. Identify your strengths
and challenges as a language
learner.
• self-assessment completed for a
second language
Level 3 - Proficient
Fully meets expectations
• self-assessment completed for
first language, French and/or
additional language/s
• basic information provided about • full information provided about
language learning path
language learning path
• at least one strength and
weakness identified
• strengths and weaknesses are
identified
DEMONSTRATION TEACHING LESSON (sign up in pairs)
Prepare and teach a short lesson focusing on one learning outcome (drawn from the BC Draft French
curriculum document) within one area of language proficiency (listening, spoken production, spoken
interaction, reading, writing). Your demo lesson will be about 10 minutes long, so there will only be time
for you to present part of the overall lesson plan; however, it is expected that one person will focus on oral
language development and the other will engage learners in a task/activity using the newly-developed
language.
Conduct the lesson segment as if the class members are the target student group, for example, Grade 7 core
French. (An introductory lesson in another language may also be conducted.) Instructions or prompts
should be given in the target language as much as possible.
Produce a lesson plan (template - .doc) comprising the targeted curriculum learning outcome, your specific
lesson objectives, targeted student group, materials, procedure, evaluation and extension/adaptation ideas.
It should be emailed to me before or right after presenting your lesson, revised according to feedback and
sent back to me for sharing with the group. The goal is that colleagues should be able to replicate your
lesson, so please include any additional handouts, visuals, lyrics or items that you develop to enhance the
lesson.
Criteria
Level 2 - Basic
Meets expectations
Level 3 - Proficient
Fully meets expectations
Design lesson to
enable learners to
achieve a specific
language learning
outcome (from BC
French curriculum).
•learning outcome is
evident
Include necessary
lesson plan elements:
objectives, teaching
notes/procedure.
(Only part of lesson
plan presented in
demo lesson.)
•basic lesson
• all lesson components
components included in included with some extra
plan
details and/or planning
Provide evaluation
and adaptation/
extension ideas in the
lesson plan.
•attention given to
evaluation and
adaptation/ extension
ideas
•element / strategy is
clearly demonstrated
• evaluation and
adaptation/extension ideas
are well designed and
thorough
Include material
sources & suggested
teacher language (egs. •material sources incl., •material sources incl.,
in target language) so some teacher language appropriate teacher lang.
that colleagues may
replicate the lesson.
•evidence of practice
and preparation
*Prepare and deliver
lesson segment with
attention to pacing,
clarity, progression,
and student
involvement, incl. use
of target language.
•evidence of significant
preparation & practice
• logical progression of • effective progression of
lesson activities
lesson activities
• evidence of oral
language development
Level 4 - Strong
Exceeds expectations
•element / strategy is
expertly demonstrated
• all lesson components
included, with extra details
and expert planning
• evaluation and
adaptation/extension ideas
are thoughtful and
comprehensive
•material sources incl.,
effective teacher language
•evidence of extensive
preparation & practice
• seamless progression of
lesson activities
• oral language is
• oral language is expertly
effectively developed in the developed in the lesson
lesson
• modeling/explanation
• modeling/explanation
are fairly effective in
• modeling/explanation are preclude ambiguity and
reducing ambiguity;
effective in reducing
facilitate maximum student
*Use target language
appropriately. (This is
about how you use the
language -- not how
much you know.)
student involvement
facilitated
ambiguity & maximizing
student involvement, incl.
use of French
•appropriate use of
target language during
lesson (may include
pronunciation glitches
•effective use of target
language during lesson
(may include some
pronunciation glitches
involvement, incl. use of
French
•excellent use of target
language throughout lesson
* Assessment of individual teaching performance will be provided for these criteria; the others will be assessed based on pair product
(the lesson plan).
Lesson plan example- Marie Madeleine .doc . Marie Madeleine .pdf..
EVALUATION RUBRIC (in-class project; due _____) ... rubric frame .doc ... .pdf
Prepare an evaluation rubric for one project or product. It should reflect the required learning outcomes and
Can-do statements in the current BC Draft French Curriculum but be specific to criteria and performance
standards related to a thematic project or final task.
Include oral and written component(s) for the project, each of which provides opportunity to demonstrate
progress in relation to specific criteria and performance standards.
Please note that time will be built into one class for us to work together on developing and refining these
evaluation rubrics.
Criteria
Level 2 - Basic
Meets expectations
State key objectives
and their link to
•learning outcomes and
curriculum RLOs & key objectives are clear
Can-do statements.
Level 3 - Proficient
Fully meets expectations
•learning outcomes, key
objectives are very clear
Level 4 - Strong
Exceeds expectations
•learning outcomes, key
objectives are exceptionally
clear
State specific
•specific criteria and
criteria and 4 levels
performance standards
of performance for
are clear
the product/project.
•specific criteria,
performance standards are
very clear
•specific criteria, performance
standards exceptionally clear
Describe specific,
measurable products
or behaviours for
stated grade level
•logical products &
behaviours which match
learning outcomes,
objectives and criteria
•logical products and
behaviours which clearly
match learning outcomes,
objectives and criteria
•products and behaviours are
highly effective measures of
desired outcomes, objectives,
criteria
State criteria &
expectations for
students and/or
parents.
•exceptionally clear language
•most language is clear •clear language for students
(no ambiguity) for students or
for students and parents and parents
parents
Describe
expectations for
stated grade level.
•appropriate for the
stated grade level
Identify grade level
and total possible
•both elements present
score.
•very appropriate criteria
and standards for stated
grade level
•both elements present and
accurate
ATTENDANCE/PARTICIPATION
•highly appropriate criteria
and standards for stated grade
level
Attend and participate in all classes--barring extraordinary circumstances (discussed in advance with
instructor).
Criteria
Level 2 - Basic
Meets expectations
Level 3 - Proficient
Fully meets expectations
Attend classes.
• present in all but one class
(with explanation to instructor in
advance)
•present in all classes
(or miss 1 class due to an emergency or after
providing advance notice about an
unavoidable absence)
Participate in
class activities.
•participates in most class activities
•participates in all class activities
Complete
assignments.
•completes all assignments and submits
all but one assignment on time (with
explanation)
•completes all assignments and submits on
time