FSL EDUGAINS Presentation
Vision, Goals, and Enduring Ideas of the French as a Second Language Curriculum
The Vision and Goals of the French as a Second Language curriculum in Ontario
In Ontario, there are three French as a Second Language programs - Core French, Extended French, and French
Immersion - to meet the diverse needs of Ontario’s students. All three of the French as a Second Language programs
share a common vision and set of goals.
The vision states:
Students will communicate and interact with growing confidence in French, one of Canada’s official
languages, while developing the knowledge, skills, and perspectives they need to participate fully as
citizens in Canada and in the world.
In all three French as a Second Language programs, students realize the vision of the FSL curriculum as they strive to
meet the following goals.
The first goal is to use French to communicate and interact effectively in a variety of social settings;
The second goal encourages students to learn about Canada, its two official languages, and other cultures;
The third goal helps students appreciate and acknowledge the interconnectedness and interdependence of the global
community;
The fourth goal emphasizes students’ responsibility for their own learning, as they work independently and in groups;
The fifth goal gives students the ability to use effective language learning strategies;
The sixth goal is to enable students to become lifelong language learners for personal growth and for active
participation as world citizens.
These goals apply to all three French as a Second Language programs from grades 1 to 12.
In order to achieve these goals, the revised FSL curriculum is founded on seven Enduring Ideas. In the next presentation,
we will discuss the Enduring Ideas in detail.
Enduring Ideas of the Revised French as a Second Language Curriculum
As shown in this visual, all three FSL programs are based on the same Vision, goals and Enduring ideas. This presentation
will look at the Enduring Ideas in more detail.
The first Enduring Idea of the revised FSL Curriculum is Authentic Oral Communication: Reception, Production and
Interaction.
Research shows that authentic oral communication is key to the acquisition of language. It is important to note that the
main purpose of language is to communicate. Therefore, there is an emphasis on the communication of ideas,
information and opinions. It is important that we give students many opportunities to hear and speak French so that
they can develop their communication and literacy skills. Communication is a social act, so students need to interact in
the language to develop their language skills and strategies. Action-oriented and communicative approaches to teaching
languages put meaningful and authentic communication at the centre of all language learning activities. Students need
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to have comprehensible input which means that there needs to be linguistic stimuli, either oral or written, that a
teacher or other students provide to students that is relevant, meaningful, and most importantly, understandable. In
order to communicate in a language, students need to hear and use it to communicate their thoughts, opinions and
ideas.
Some of the key characteristics of the action-oriented and communicative approaches are:
 focus on meaning over form;
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emphasis on meaningful, interactive activities;
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Centering on communicative language needs; and
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Highlighting authentic tasks, when possible, within the context of a classroom environment.
In the revised FSL curriculum there is an increased focus on meaningful interaction and the introduction and use of
interaction strategies in both Listening and Speaking.
The Overall Expectations for Listening and Speaking focus on the skills and strategies needed to be effective
communicators:
 Listening Comprehension
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Listening to Interact
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Intercultural Understanding
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Speaking to Communicate

Speaking to Interact and

Intercultural Understanding
Students should be involved in a variety of interactions in the classroom in order to practise and consolidate their
knowledge and understanding of French. In FSL classrooms students should have opportunities to participate in the
following interactions:
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Students in partners
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Students with small groups
Students with class
Teacher with individual students
Teacher with small groups and
Teacher with class
This will enable students to develop the confidence and skills to communicate in French with each other, their teachers,
and with French-speaking people they should encounter outside of the classroom.
Enduring Idea #2: Listening, Speaking, Reading, and Writing: Interconnected but Distinct
The FSL Curriculum is divided into four interdependent strands. To develop the skills necessary to become life-long
language learners, students will have multiple opportunities:
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to listen and respond to texts and others;
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to speak to and interact with others;
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to read, view, and respond to a variety of texts; and

to write for many different purposes and audiences.
The overall expectations for the listening strand across all grades, in all three FSL programs are listening to understand,
listening to interact, and intercultural understanding. The overall expectations for the speaking strand are speaking to
communicate, speaking to interact, and intercultural understanding.
In the reading strand, the overall expectations are reading comprehension, purpose, form and style, and intercultural
understanding. Lastly, in the writing strand, the overall expectations are purpose, audience and form, the writing
process, and intercultural understanding.
In the past, reading and writing have been emphasized at the expense of oral communication and this has resulted in
students who could read and write but not speak the language.
Students will be able to transfer their knowledge of the language attained in communicative contexts when listening
and speaking and apply it when reading and writing.
In the communicative and action-oriented approaches, language needs to be contextualized and developed in
authentic, real-world settings. Students use and reuse language for multiple reasons while developing their language
skills and strategies across the four strands.
There is a variety of ways to introduce a new language to students. One of the models for this is outlined:
Purposeful Introduction of language:
 The teacher sets the communicative goal or task and introduces and models the use of language needed to
communicate in that situation.
Ongoing Modelling and Practice:
 The teacher provides ongoing modelling and support as students practise their use of language.
Application and Consolidation:
 Teachers encourage students to recognize and apply their knowledge of the language in new situations or
contexts.
Using a variety of approaches, including the action-oriented and communicative approaches, teachers facilitate the learning of
language by embedding it within authentic contexts. Students are introduced to the language that is necessary for them to
communicate and interact in a certain context or situation.
As educators in the twenty-first century, we are charged with implementing an approach that makes it possible for our students to
communicate meaning fully. We must not underestimate the importance of language conventions, but they are only effective
when approached globally, serve a communicative purpose, and are informed by the following factors:

they are taught in context;
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they are scaffolded, modelled and practised in authentic situations;
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they are interpreted in meaningful ways;
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they are tailored to meet student needs;
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they are structured to respond to student interests;
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they are practised and applied in multiple ways to consolidate knowledge; and
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they are presented across the curriculum.
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Enduring Idea #3: Development of Language Learning Strategies
It is important to note that language learning is a personal journey and that not all students acquire language in the
same way or at the same rate. It is essential to respect the needs of the learner and where they may be on their
language learning journey.
In order to demystify for the students the process of learning a new language, it is important that there is an increased
focus on the development of language learning strategies.
There are expectations in all four strands which focus on the introduction and use of language learning strategies. The
strategies may not be unique to learning a second or additional language but help students to be aware of the things
they are doing while learning a language. It is important to note that not all students acquire these strategies on their
own.
Most students will benefit from explicit classroom instruction regarding the use of second language learning strategies,
in authentic and relevant contexts. The language learning strategies are not program or grade specific. Students should
be exposed to a wide variety of strategies and apply then in increasingly complex contexts and situations.
There are four types of language learning strategies in the FSL curriculum – listening strategies, speaking strategies,
reading strategies, and writing strategies.
Listening Strategies include showing respect, activating prior knowledge, interpreting non-verbal cues, processing
information, confirming understanding, taking notes, reacting to the message, anticipating responses and making
predictions.
Speaking Strategies are selecting purpose and audience, establishing and maintain contact, cupporing the message,
clarifying the message, rehearsing, confirming understanding, and using appropriate language register.
Reading Strategies are activating prior knowledge, making connections, asking questions, summarizing, inferring,
predicting, and monitoring and repairing understanding.
Lastly, Writing Strategies include choosing a topic and audience, making a plan, “sketching to stretch,” engaging the
audience, following the writing process, and selecting stylistic elements.
Once students are consciously aware of strategies, have practiced using them, can select the most effective ones for a
particular task, and can see the link between their own actions and their learning, they will be more motivated and
more effective French language learners.
Enduring Idea #4: Interdependence of Language and Culture
The language used in a community is reflective of the cultures of the individuals within that community. The language
therefore reflects the ideas, values, and traditions of the community.
In the revised French as a Second Language curriculum there is one Overall Expectation entitled Intercultural
Understanding in each of the four strands. It includes the two specific expectations of Intercultural Awareness and
Awareness of Sociolinguistic Conventions
This is a map of the French-speaking areas of the world – Le monde de la Fancophonie.
The expectations that deal with the development of intercultural understanding are developed through the four
interconnected strands and are included to help students make connections and build bridges between diverse Frenchspeaking communities and society as a whole.
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Through a focus on intercultural understanding, students will
 build a strong understanding of “Le monde de la francophonie” – French speaking communities around
the world;
 have a better understanding of the people, traditions and aspects of their culture;
 develop cultural sensitivity and the ability to identify and use a variety of strategies for contact with
those from other cultures; and
 develop an increased awareness and the ability to overcome stereotyped relationships.
To build student intercultural awareness, we start with increasing knowledge and building understanding about the
aspects of cultures in local French-speaking communities in Ontario. We then move to Quebec, eastern, western, and
northern regions of Canada.
Students continue to build their intercultural awareness by gaining an understanding about the aspects of culture of
French-speaking communities in North America and South America.
Students continue on their journey by learning about French-speaking communities in France and Europe.
Finally, students will continue to build their awareness and understanding about French-speaking communities in Africa,
Asia, and Oceania to give a more global perspective of le monde de la francophonie.
Intercultural awareness and understanding are key aspects of the concept of global citizenship which includes
citizenship at all levels - from the local school community, to North America, and beyond.
Here we can see the Intercultural Awareness Expectation from Grade 4 Core French from the Listening strand. In grade
4, students will have multiple opportunities to explore Franco-Ontarian communities and make connections to their
own and other communities.
This expectation illustrates how the specific expectations, the illustrative examples, the teacher prompts, and the
instructional tips work together to serve as a guide for the teacher to the various ways students can demonstrate the
required knowledge of the expectation.
This is an example of the second specific expectation related to the awareness of sociolinguistic conventions in the
Speaking strand of Grade 5 Core French. In this expectation, students are required to show understanding of the
different forms of address and differences in language register. For example, students may be required to select the
appropriate form of address “Tu” or “Vous” based on the context or who they are addressing. Teachers are encouraged
to highlight sociolinguistic conventions related to the chosen French-speaking region for that particular grade, but have
the flexibility to address the various sociolinguistic conventions that may be universal or related to other Frenchspeaking communities.
Enduring Idea #5: Emphasis on Critical and Creative Thinking Skills
Learners of a second language are engaged in critical and creative thinking on a daily basis.
In order to make sense of what they are hearing, reading, and viewing, and communicate their messages clearly, they
need to use a variety of strategies to solve problems and make meaning.
Problem solving skills are an integral part of learning and interacting in a language.
When students think critically and ask questions about what they are hearing, reading, and viewing, they begin to
develop their critical literacy skills.
As a result of the pedagogical shift and the research surrounding language acquisition, there is a focus on the
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development of student’s thinking skills. In addition, there is a shift from the memorization and recall of vocabulary and
language structures to students applying their knowledge of the language and using it in creative and innovative ways in
new contexts.
Enduring Idea #6: Goal Setting and Reflection
When students are aware of the learning goals, the success criteria, and receive timely descriptive feedback, they are
better able to assess and evaluate their own use of the language and language learning strategies and can plan next
steps. The integrated use of Assessment for and as learning will develop students’ metacognitive skills and allow them
to have multiple opportunities to use the language in a variety of contexts prior to being evaluated on their
achievement in the language. Metacognition allows students to take responsibility for their learning. It can be best
described as students becoming their own teachers. They are able to assess what they know and don’t yet know, set
new learning goals, and then seek strategies and support to meet their goals and reflect on what they’ve learned and
how they’ve learned it.
When discussing assessment in the French as a Second Language classroom we would like to emphasize the importance
of Assessment for and as Learning. When learning a language, students need multiple opportunities to hear, to speak,
to read, to write and to use the language in a variety of contexts. Students need regular, descriptive feedback from the
teacher, peers, and through self-assessment, and daily opportunities to act on the feedback Students need
opportunities to reflect on their use of language and their use of language learning strategies, to set and revise personal
goals, in order to monitor their progress. This will promote the development of metacognitive skills. Metacognition is a
specific expectation in each of the four strands.
In order for students to become effective self-assessors, teachers need to take explicit actions to ensure students are
aware of the learning goals and understand the success criteria. Further, teachers need to purposely teach and scaffold
students’ development of these skills.
All assessment, evaluation, and reporting of student achievement in French as a Second Language will be based on the
policies and practices as outlined in Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First
Edition, Covering Grades 1 to 12. 2010 and the Achievement chart for French as a Second Language.
With an increased emphasis on Assessment for and as learning, students:
 are aware of the goals and criteria for communicating in relevant, real life situations;
 give and receive timely and descriptive feedback about their use of language and strategies;
 reflect on their thinking and learning;
 reflect on their use of French and language learning strategies;
 assess their strengths and determine what they can do; and
 reflect on next steps, and set and monitor goals for improvement
Language learning that is task-based and student-centred cannot adequately be assessed by traditional grammar
quizzes or even structured interviews.
Teachers can gain an understanding of the strengths and areas of need of their students through their daily
observations of students’ interactions in French. This understanding will enable them to plan and develop learning
experiences for their students to hone their communication skills in French.
Enduring Idea #7: Making Real World Connections
French language learners will be more successful if they have opportunities to use the language for authentic
communication in a broad range of contexts.
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The revised FSL Curriculum supports and encourages the real-life application of language learning through meaningful
contact with French-speaking individuals.
Involving students in the learning process through active engagement in meaningful, age-appropriate, and cognitively
demanding tasks and projects, in French, is key to engaging and motivating FSL students.
Students engage more in learning when they have a certain degree of choice and an opportunity to express preferences
for the themes and activities in FSL learning. Being involved in controlling the learning process puts students at the
centre of the learning, and is critical in the development of their engagement, motivation, and success.
The vision and goals of the revised French as a Second Language curriculum will help teachers to build the bridge from
language and strategies learned in French class to students applying their language knowledge and strategies in real
world situations and contexts.
Using the skills and strategies outlined in the Vision, Goals, and Enduring Ideas of the FSL curriculum, we hope to enable
our students to value “Life Long Language Learning.”
At the end of their studies in French, we hope to hear each student say “Je peux comprendre et parler le français!"
With the knowledge that the sole reason to learn a language is to be able to communicate with other speakers of that
language, we hope that the vision, goals, and enduring ideas of the revised French as a Second Language curriculum will
effectively allow students to become life-long language learners of French and encourage them to study other
languages. The revised French as a Second Language curriculum policy document represents a first step in the
development of confident, proficient, and bilingual citizens of Ontario, Canada, and the world. With an emphasis on the
communicative and action-oriented approaches, students will see that they are able to communicate for a variety of
reasons in a variety of situations in French with each other, their teachers, and anyone they should encounter who
speaks French.
Quoi de neuf? / What’s New?
Based on research from the field of teaching and learning French as a Second Language, national and international
benchmarking, and extensive consultation with stakeholders in Ontario, recommendations were made and revisions
took place. Following the initial revisions, all education stakeholders, including educators, parents, universities, and
faculties of education, were invited to provide feedback on the draft revised documents for each FSL program (Core
French, French Immersion, and Extended French). The documents were then edited and further revisions based on the
feedback were incorporated. During the revision process, the draft revised documents were sent for external fact check
and feedback. This input, where appropriate, was incorporated in the curriculum policy documents.
The following are some of the key changes in the revised FSL curriculum.
The revised FSL curriculum has many new features to support teachers and students in second language education.
These new features include:
 The Reorganization and numbering of Overall and Specific expectations;
 The addition of illustrative examples to give suggested ways in which students can demonstrate
each expectation;
 The inclusion of teacher prompts in French as models to assist teachers and students in using
the language to communicate;
 Additionally, Instructional tips have been included to provide instructional strategies and
authentic contexts for the effective modelling, practice and application of language.
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Another new aspect of the revised FSL curriculum is the development of Intercultural Understanding.
 Intercultural Understanding provides students with an understanding of the various Frenchspeaking communities around the world. It helps students to better understand the cultures of
the communities and to develop an appreciation of the similarities and differences between
their own culture and the culture of the French-speaking community.
 There is a geographic focus on French-speaking communities beginning with local communities,
moving to Ontario communities, and then a Canada-wide perspective. Students will then have
the opportunity to learn about French-speaking communities in the Americas, Europe, Africa,
Asia, and Oceania.
 A second aspect to the development of Intercultural Understanding, is the development of
sociolinguistic competencies so that students will be aware of the language and behaviours that
are appropriate to a variety of social contexts.
The development of metacognition is also a focus of the revised curriculum. In FSL we will see students developing
their metacognitive skills through thinking about their learning, assessing their progress, and setting goals to improve
their acquisition and use of language and language learning strategies.
Another key addition to the revised FSL curriculum is the inclusion of Media Literacy.
 In Core French, Media literacy is integrated throughout the four strands as examples of the
texts that they will listen to, view, read, and produce. Whereas, in Extended French and French
Immersion, Media Literacy is included as a specific expectation in each strand.
 There is an expanded definition of texts to include examples from media. Students will be
exposed to authentic texts and will be asked to question the information and messages that are
presented
A key feature of the revised FSL curriculum is a change in pedagogical approaches to the teaching and learning of the
French language.
There is an increased emphasis on the Communicative and Action-oriented approaches. There is an increased focus on
student interest and the authenticity of tasks. Students will focus on language learning strategies in each of the four
strands (Listening, Speaking, Reading, and Writing). Teachers are encouraged to contextualize the use of language for
students. In addition, there is an increased emphasis on the Gradual Release of Responsibility Model where students
and teachers will engage in Modelled, Shared, Guided, and Independent practice.
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