French is a Way of Life! Seamlessly Weaving Culture & Language in Core French
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Transcript of French is a Way of Life! Seamlessly Weaving Culture & Language in Core French
French is a Way of Life! Seamlessly Weaving Culture &
Language in Core French SLIC Conference 2010 , Edmonton
Presented by: Caterina (Bueti) Sotiriadis
CULTUR-OSITÉ - a Bridging Resource Bienvenue!; Workshop Goals Getting to Know Each Other : Brise-glace Asking the big questions: Why Culture? How
Culture? Cultur-osité Levels 1, 2, and 3
Focus on Literacy and Culture Creating a Buzz
What’s Next ? Explor-osité Reflections and Wrap-up
WORKSHOP AGENDA & GOALS
This workshop will:
Focus on learning through the arts using Nelson Cultur-osité “Little Books”
Demonstrate how to apply current literacy practices (GRR, learning strategies, graphic organizers) in FSL
Increase awareness of our cultural and intercultural goals and how they can be assessed
Create excitement around culture as a means to open our students’ minds to this added gift of language learning.
WORKSHOP GOALS
GETTING TO KNOW EACH OTHER
Nelson Education FSL Team & AuthorsDid you know? Modulo/Duval–French Immersionwww.nelson.com/cultur-osite1-800-268-2222
Strategies for Success, French as a Life SkillProfessional learning resources
Nelson Sales Rep and Contact Person in Edmonton: Roger Laycock: [email protected] Bergmann: [email protected]
Et vous?
Teachers expressed dissatisfaction with the representation of Francophone cultures in available teaching materials and said they required support in what to teach and how to teach culture. (Teaching French as a Second Language in Canada: Teachers’
Perspectives Research Report, 2006, CTF, CASLT and ACPI.)
ASKING THE BIG QUESTIONS …“WHY CULTURE? HOW CULTURE?”
Not all FSL teachers live in French or have French as their own personal culture and often lack time to keep abreast of current cultural topics.
New FSL curricula express cultural goals to be addressed and assessed.
New trends emphasize making connections with our students’ cultural backgrounds in our teaching.
ASKING THE BIG QUESTIONS …WHY CULTURE? HOW CULTURE?
WHAT CULTURE…?A general context and way of life.
The behaviours and beliefs of a community of people whose history, geography, institutions, and commonalities are distinct and distinguish them to a greater or lesser degree from other groups.
A part of the fabric of the FSL curriculum rather an independent element. Leblanc, Courtel, and Trecases, 1990
INTRODUCING NELSON CULTUR-OSITÉ
THE CULTURAL & COMMUNICATIVE INTENTS of CULTUR-OSITÉ:
Travelling to discover French Canada, French-speaking countries
Discovering Francophone traditions, traditional & contemporary music, artists
Socializing and sharing cultural inspirations Learning about famous Francophones and cultural
influences on ways of life Communicating & interacting at cultural events
and while exploring regional cultural attractions Discovering people and symbols important to
Francophone communities.
SLIC THEME - Seamlessly Weaving Culture & Language
Cross-curricular links in a variety of Texts &Genres
MusicLa musique qui roule, Level 2
Fictional Graphic Novel
Visual Arts
Minuit au musée, Level 2
Adventure / Informational Fiction
Drama Les échanges des ados, Level 3
Historical Fiction
LA MUSIQUE QUI ROULE
Let’s get ready … Let’s listen to some music …Let’s visualize …
Alors, fermez les yeux et écoutez le rythme. Imaginez, qu’est-ce que vous aimez faire en écoutant ce(s) rythme(s)?
J’aime faire de la danse moderne… J’aime jouer au tennis … J’aime faire de la bicyclette …. J’aime faire de la cuisine italienne …
Et toi, qu’est-ce que tu aimes faire?
J’AIME…J’AIME JOUER… J’AIME FAIRE…
J’aime… J’aime( verbe)… J’aime faire…
Faisons des affiches.
Faisons un sondage.
Utilisons des strategies
GRR and LEARNING STRATEGIES
Suggested Teaching Sequence Preparing for the Text
Focus on oral language development model use of vocabulary and languages structures
Previewing the Text Book walk, model use of learner supports (visuals,
textual, contexts) with think-alouds Reading the Text
Modelling first, second and additional readings Revisiting the Text
Focus on oral language development Shared practice (partner and individual)
Extending the Text (optional) Cross-curricular links Guided and independent practice
PREPARING FOR THE TEXT
Activate prior knowledge using images of artwork to assess art
appreciation
A Quebec Village, 1921, by A.J. Jackson
MINUIT AU MUSÉE
Previewing the Text Book walk… Mini-lesson: using cognates to help gain meaning
Reading the Text Use the illustrations to find clues and predict
the common theme of the visit. Revisiting the Text
Confirm predictions… BLM 7: Journal descriptif - complete jot notes to
describe the styles of three of the artists and pieces presented.
Orally retell the sequence of events in your own words, reusing the vocabulary in context.
LET’S MAKE MORE CONNECTIONS Little Book 2-Page Lesson Plan provides: Four- step suggested teaching sequence
with emphasis on Preparing for the Text and oral language development
Embedded Gradual Release of Responsibility process modeling and shared practice leading to guided
and independent practice Learning Strategy Focus (before, during and
after reading) 1 strategy can be assessed using the graphic
organizer (BLMs), 2 other strategies included for practice.
Cultural Teaching Tips & French Language Support Enhanced Lesson Plans available at
myNelsonFSL.com
LES ÉCHANGES DES ADOS READER’S THEATRE
Dialogue 7 main characters (the twins, the parents, and the
voyageurs). Students visualize and put themselves into a
selected scene of trading with the voyageurs. Using BLM 10: En action !, students illustrate their
imagined scenes and their items for trading and then orally share their thinking with a partner.
Mini-lesson in Revisiting the Text: bring attention to the use of « tu » and « vous » and
the 2 uses of « vous » .Vous avez deux heures au festival. (Pluriel, les jumeaux) Vous jouez très bien monsieur. (Par politesse).
LES ÉCHANGES DES ADOS
Focus on Socializing and Interacting Check for Understanding (Being/Savoir-être):
Selon vous, est-ce que les jumeaux aiment l’idée de faire le troc avec les voyageurs ?
Comment adaptent-ils leur langage pour se faire comprendre avec les voyageurs ?
Mon journal de rencontres culturelles (BLM 14):
Selon toi, est-ce que les gens parlent poliment ? Comment le sais-tu ?
Aimerais-tu faire le troc comme les jumeaux ? Pourquoi ?
TEACHER’S RESOURCE Part 1: Why Teach Culture and Literacy in
the FSL Classroom? Culture and Intercultural Awareness A Literacy-Based Approach Integrating Assessment into Culture and Literacy
Teaching
Part 2: How to Teach Culture and Literacy in the FSL Classroom Structuring a Culturally Rich Literacy-Based
Lesson Cultural and Intercultural Teaching Strategies Literacy Teaching Strategies
Part 3: Teacher Support Materials Lesson Plans BLMs – Planners & Assessment Tools
FIVES STAGES OF CULTURAL UNDERSTANDING
To sensitize help discover and become consciously aware
To inform make facts accessible, provide a springboard for
reflection, and encourage observations and comparisons
To contextualize consider various, diverse viewpoints and broaden
perspectives To interpret
identify, analyze, comprehend as a whole, and grasp by understanding
To actualize connect with lived experiences, integrate, assimilate, recognize, understand, and exchange with the other culture.
CREATING A BUZZ ABOUT CULTURE
What have we learned? 12 Little Books – great stories and great visuals
available in two packages: evaluation package (1 copy of each Little Book) OR a
package of 5 Little Books of a single title
Audio CD recordings of each Little Book with different acents, 3 musical
selections, lyrics included
myNelson FSL Online Teaching Csentre eBooks with and without text, enhanced Lesson Plans with
French language support, Student listening podcasts, modifiable BLMs
Teacher’s Resource with CD-ROM modifiable BLMS: 12 graphic organizers, planning and assessment tools
Nelson FSL Resources
Phase 1:
Professional Learning
Phase 2:
Bridging Resource
Phase 3:
Anchor Resource
WHAT’S NEXT ?
New Anchor FSL Resource – Exploring 6 functional language contexts Grades 4 to 6, Grades 5 to 7 in BC Beginning in Spring 2011
FINAL REFLECTIONS
“To avoid becoming a fluent fool, we need to understand more completely the cultural dimension of language.”
(Bennett 1997)
The notion of Culture, Levine and Adelman, 1993
SINCÈRES MERCIS, THANK YOU!
Nelson Education presents…
The next generation of learning solutions for Teachers of FSL.
www.nelson.com/cultur-osite
1-800-268-2222