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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. WORKSHOP AGENDA & GOALS. CULTUR-OSITÉ - a Bridging Resource Bienvenue ! ; Workshop Goals

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French is a Way of Life! Seamlessly Weaving Culture & Language in Core French

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  1. French is a Way of Life! Seamlessly Weaving Culture & Language in Core French SLIC Conference 2010 , Edmonton Presented by: Caterina (Bueti) Sotiriadis

  2. WORKSHOP AGENDA & GOALS 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

  3. WORKSHOP 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.

  4. Getting to know each Other • Nelson Education FSL Team & Authors Did you know? Modulo/Duval–French Immersion www.nelson.com/cultur-osite 1-800-268-2222 • Strategies for Success, French as a Life Skill Professional learning resources • Nelson Sales Rep and Contact Person in Edmonton: Roger Laycock: roger.laycock@nelson.com Carla Bergmann: carla.bergmann@nelson.com Et vous?

  5. ASKING THE BIG QUESTIONS …“WHY CULTURE? HOW CULTURE?” • 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.)

  6. 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.

  7. 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

  8. INTRODUCING NELSON CULTUR-OSITÉ

  9. 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.

  10. Music • La musique qui roule, Level 2 • Fictional Graphic Novel Visual Arts Minuit au musée, Level 2 Adventure / Informational Fiction SLIC THEME - Seamlessly Weaving Culture & Language Cross-curricular links in a variety of Texts &Genres • Drama • Les échanges des ados, Level 3 • Historical Fiction

  11. 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-cequevousaimez faire en écoutantce(s) rythme(s)? J’aime faire de la dansemoderne… J’aimejouer au tennis … J’aime faire de la bicyclette …. J’aime faire de la cuisine italienne … Et toi, qu’est-cequetuaimes faire?

  12. 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

  13. 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

  14. PREPARING FOR THE TEXT • Activate prior knowledge • using images of artwork to assess art appreciation A Quebec Village, 1921, by A.J. Jackson

  15. 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.

  16. 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

  17. LES ÉCHANGES DES ADOSREADER’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 !, studentsillustrate 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).

  18. 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 ?

  19. 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

  20. 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.

  21. 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

  22. Nelson FSL Resources Phase 1: Professional Learning Phase 2: Bridging Resource Phase 3: Anchor Resource

  23. 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

  24. 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

  25. 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

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