This weebly was initially developed by a team of 7 Core French Elementary School teachers in Eastern Ontario as a part of a Collaborative Inquiry. This inquiry allowed the team to look closely at the 2013 Core French curriculum document and compare/contrast expectations from Grades 4 to 8. New to the 2013 document is the overall expectation of Intercultural Understanding in Core, Extended and Immersion Programs. The team decided that it was this area that most FSL teachers would spend time and energy looking for resources. If a bank of useful, diverse and current cultural resources is developed then FSL teachers will enrich their teaching practices with relevant authentic materials so their students are engaged in action-oriented tasks.
Overall Intercultural Expectations (Grades 4-8):
Listening: Students will demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
Speaking: In their spoken communications, students will demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
Reading: : Students will demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities
Writing: In their written work, students will demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
French sociolinguistic conventions: In order for students to communicate successfully in French, they require knowledge and understanding of society and culture. Students will demonstrate an understanding of how different societies and cultures (in Canada and the world) impact the way the French Language is used (who says what to whom and how, in what situation and why). For example, consider these two oral communicative examples to 1) asking to speak to someone on the phone 2) asking to speak to someone at the door. How would those two interactions sound different? How would these two interactions sound between two French speaking people from Québec vs. two French speaking people from Louisiana? When students are able to successfully demonstrate an understanding of French sociolinguistic conventions in Listening, Speaking, Reading and Writing tasks, they have a deeper awareness of aspects of culture in French speaking communities.
Overall Intercultural Expectations (Grades 4-8):
Listening: Students will demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
Speaking: In their spoken communications, students will demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
Reading: : Students will demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities
Writing: In their written work, students will demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
French sociolinguistic conventions: In order for students to communicate successfully in French, they require knowledge and understanding of society and culture. Students will demonstrate an understanding of how different societies and cultures (in Canada and the world) impact the way the French Language is used (who says what to whom and how, in what situation and why). For example, consider these two oral communicative examples to 1) asking to speak to someone on the phone 2) asking to speak to someone at the door. How would those two interactions sound different? How would these two interactions sound between two French speaking people from Québec vs. two French speaking people from Louisiana? When students are able to successfully demonstrate an understanding of French sociolinguistic conventions in Listening, Speaking, Reading and Writing tasks, they have a deeper awareness of aspects of culture in French speaking communities.