Excerpts from CESI report 2003

(CESI = Canadian Educational Standards Institute,

Kingsway College school 4600 Dundas Street West Toronto Ontario, Canada M9A 1A5 Primary /

Junior Division

FRENCH

The French program at Kingsway is lively and engaging for all learners.

The children observed were fully engaged and, even at the youngest grades, spoke an impressive amount of French. Most importantly, they had a very positive attitude toward the language.

The teachers spoke almost exclusively in French, with only one or two phrases in English to check for comprehension. Classes were conducted in a fast-paced yet calm manner. The point and ticket system of reinforcement seemed to be an effective external form of motivation. The students also greeted their French teachers, and visitors that they perceived as French-speaking, in French as they walked in the halls.

The classes answer the needs of varying learning styles. The auditory component is obvious, and is reinforced by the teachers’ enthusiasm, gestures, and the many posters. The kinesthetic element is also present as children are encouraged to associate gestures with specific words and key phrases.

The Accelerated Integrative Method has certainly made its mark but would undoubtedly not have been as effective without the hard-work and enthusiasm displayed by the teachers. The amount of work that they have obviously put forth to make French a valued and vibrant part of the curriculum is impressive. The plan to provide new students with the AIM videos to help them catch up is commendable.

Félicitations pour votre succès!

Intermediate:

FRENCH

In the Grade 7-8 classroom excellent French is modeled by the teacher and there are good systems in place for the encouragement of the French-only approach. The French teachers at KCS have adopted the Accelerated Integrative Method (AIM) in their teaching. There is strong evidence in the classes visited by the CESI committee members of the success of this approach. The use of French by the students in the grade 7 and 8 classes is quite impressive. The classroom is well-organized and decorated to promote a francophone ambiance; student work is displayed and useful posters of vocabulary and grammar are part of the décor and there are French resources within the room. Files of independent work are available for use in the classroom and there is a good system in place to monitor each student’s progress.

As part of the AIM program, students work towards the presentation of plays in French. Both intermediate classes also work at projects that provide integration with other subject areas at this level.

The school and its French teachers have established an excellent French as a Second Language program at KCS.

*The French department has provided an excellent example of how their research based program philosophy creates a program that emphasizes critical thinking skills using an inquiry based learning approach. They reference A. Costa’s "Developing Minds" as a philosophy of teaching French through content rather than French as content. They have chosen to follow the AIM method of instruction that is consistent with this research. The students observed at the intermediate level were active participants using the French language answering the types of questions that required students to compare and contrast, sequence their ideas, etc.

*Read Critical Thinking Excerpt below

Excerpts from CESI document written by KCS French teachers, Shelley Smith and Andrea Fanjoy:

Standard 3:Academic Programme

French-Primary

A. Overall Philosophy

The French programme at Kingsway College School is based on the assumption that all students are capable of becoming fluent in French. From the beginning, students are instructed in French and are expected to use French exclusively in class. The programme addresses multiple learning styles, includes a strong kinesthetic component and provides frequent and varied cross-curricular experiences. Upon graduation, students will be well prepared for any core French programme, will have acquired other relevant knowledge and skills through French and will have a good awareness of the French presence throughout the world.

B. Academic Goals

a. Critical Thinking Skills

In assessing the critical thinking skills involved in the relatively new teaching methods currently being practiced at this school, one is immediately aware that the study of another language naturally enhances the "problem-solving skills, creativity, and general cognitive development"' and that "a skills-driven curriculum does not promote language or cognitive development" . Instead of using traditional second language programmes, the AIM (Accelerated Integrative Method) method teaches French through content rather than French as content. This is consistent with research that states,

"students are builders of knowledge-not recorders of information- and learning is a holistic, meaning-making process...as students interact with content, they generate metaphors, clarify and assess the reasonableness of ideas, and use diverse vocabulary-the most important evidence available about the quality of their thought."

As the classroom and the techniques used provide for an "immersion" style of teaching, there is a shift towards inquiry learning which has as its base, problem-solving, and puts the student in the role of participant rather than observer. It is further explained in this way:

"Open-ended, challenging, and interpretational tasks are the focus of inquiry and the medium of learning. Heterogeneously grouped students work together on differentiated tasks and materials, ensuring multiple paths to learning for diverse learners....marked by a repeated rhythm of whole class preparation, review, and sharing, followed by opportunities for individual or small-group exploration, sense making, extension, and production."

Some of the critical thinking skills that the child will be developing as a function of coping daily in a French-only atmosphere are:

* defining of terms and judging definitions (vocabulary)

* attributing unstated assumptions (je mange = I eat)

* making observations and judging them (saying Est-ce que je peux aller boire de l'eau, gets me a drink of water)

* asking and answer questions of clarification ( Do I have to sit or stand to get group points?)

* focusing on questions (Listen and look at teacher to understand question and arrive at answer)

* inferential and analytical thinking (Ordering of words is important for meaning and certain words change to make meaning more clear, ie. a sense of grammar is achieved without it being taught out right)

With the addition of the incentive program of "billets" (daily prize tickets) and prizes for each child who speaks French only during the class time, children are motivated to speak French to each other and not only with the teacher. At that time, it is noted that, "during 'student-student interactions that most higher-order cognitive and linguistic discourse is observed'"

This is also the case, during the whole-class and subsequent partner activity where students are required to re-tell the current story that they have been working on in other words not used in the text. This "re-tell" exercise is performed with each story or play, after year one, so that the children become habituated to the form, but are challenged with new content each time. Children are encouraged to tell the story that they have learned and rehearsed so well, in other words without changing the meaning of the story; and only in third person singular that eliminates the use of dialogue. This requires higher- level literacy and broader thinking skills.

An activity that is done in the second or third year of instruction as teacher-led and subsequently student-led writing is the "story extension". Here the class, then partners, then individuals, first verbally, describe the possible events, which could occur after the current story being studied has ended. After, the story has been told to the writer's satisfaction, a written story is then done, which may be photo-copied and given to the class, or in the case of individuals, it is put into their portfolio. This exercise again requires even more literacy skills and even broader critical thinking skills in seeking outnew vocabulary and new grammar structures from the teacher, from peers and/or from using resources in the classroom, such as the numerous vocabulary charts and books.

Questioning is a very important part of the French programme. It is practiced daily by both teacher and student, for both examination of content of stories, and for the basic needs and wants expressed in a classroom situation.

The critical thinking skills which are being most focused on in questioning the students about content are:

* compare and contrast ie. "Est-ce que le chien habite dehors ou dans le château?",

* classify, ie. "Est-ce que le chien est rose ou brun?",

* sequence and ranking, ie., "Est-ce que le chat et le chien courent au pompier ou au cheval en premier?",

* uncovering assumptions, "Est-ce que le cheval pense que la lune est dans l'eau ou dans le ciel?",

* analyzing reasons and conclusions, ie. " Est-ce que le chat est plus intelligent que le roi ou le roi est plus intelligent que le chat?"

b. Open Ended Assignments:

Open ended assignments are more limited at this level of French instruction as much of the work requires repetition and memorization. Some open-ended activities include:

* the story extension as outlined in the above paragraph

* student-dictated stories on computer

* "phrases bizarres" which combine known vocabulary items in "weird and funny" combinations

c. Integration with other subjects

The French programme at KCS, which is based on the research and results of the "Accelerated Integrative Method" (AIM), has at its core the essential element of subject integration. The author of the programme states, that it differs from current communicative programmes, in that it more closely parallels the style of a French immersion program. As research by Stern (1982) discovered, the "contrived arrangement is the preferred method of instruction for the enhancement of communicative skills." He states:

"The emphasis in this syllabus is on topics, on information-not on language as such. One of the most readily available ways of doing this is to offer a subject other than the language itself in French or to draw on the other subjects of the school curriculum; in this way the language is used as a means of communication for something else. (p.41)

"5 The following is a description of ways in which this integration is currently being practiced in the primary French programme:

1. Drama

Drama is in fact an extremely significant part of the French programme. Through the use of simple stories, which are dramatized with puppets or with live-action theatre, the language is instructed in a contextualized form. The children in the primary program are learning one story every term, by repeating and dramatizing it in a variety or ways and eventually performing it for parents, teachers and other students as part of the curriculum.

There is also a very dramatic element in the instruction of gestures, which are taught separately from stories, for rapid acquisition of high-frequency vocabulary. These gestures often have a visually emotional element which conveys meaning, ie. the gesture for "triste" is a sad face.

2. Music

Music plays a significant role in activating the aural abilities of early French learners, it aids in good pronunciation, vocabulary acquisition and in the pure enjoyment of another language. Appropriate songs are selected and taught with each unit of study. The songs are often taught with the gestures that are used daily as vocabulary builders.

3. Math

Mathematics becomes part of the French programme on a daily basis with the necessity to learn the numbers as part of the daily life in a classroom. ie, the date, the time, reward points, etc. Children are also instructed to manipulate numbers with the mathematical skills appropriate for their age, ie. primary grades can do addition, subtraction and graphs in French. At the primary level, most mathematical activities are done orally and in a group dynamic with games and choral speaking, thus ensuring feelings of ease and success for all students.

4. Grammar

The grammar of the French language is instructed to all of the primary grades but, only in the context of the story being taught or when it becomes important for creative writing. Therefore, the feminine forms of nouns and adjectives, for example, is taught as those forms become necessary to tell the story accurately and some further example might be explored, though it is not explained formally. Similarly, the masculine and feminine forms of articles and pronouns are all taught regularly as a matter of course and in context; but there are no grammar activity sheets, for example, as part of the curriculum. This early awareness of the function of grammar in a language as a useful tool for conveying meaning proves to be very useful for the student in later years, in both French and English, when parts of speech are studied formally and abstractly.

5. Science

Though it is not a major part of the curriculum, scientific themes do present themselves regularly in the course of teaching through stories in French. For example, in the play, "Le Prince Grenouille", frogs become a central theme and it is a natural departure for instructing the students in the life cycle of the frog in French. All students will learn the important terms and hear the story and see the poster boards outlining the process and only the more advanced students will eventually do activity sheets based on that information. In this way all students develop an appreciation of scientific departures in French and those who are very interested may extend their interest to reading and writing. In addition, the concepts of weather, seasons and the environment are discussed almost daily and in more and more detail as students go through the higher grades, ie. "Le soleil", becomes, "Il fait soleil", and later, "Le soleil brille aujourd'hui".

6. Technology:

Technology plays a small role in the primary French class at this point, given the number of computers that exist in the new French classroom (only the teacher has a computer). However, the students, in Grade One especially, are dictating stories spontaneously in French to the teacher, who then types and publishes a copy for them and any number of copies to peers who would like to take this story home after hearing it in class.

In addition, stories that are written as a class are published by the teacher and a copy is given to each student to put into their portfolio for that term.

E-mail is used daily to communicate to other teachers and to parents who have concerns or comments.

d. Presentation Skills

Drama and music are integral components of the French programme at all levels at KCS and therefore, presentation skills are developed at a young age and refined in the coming years. The students at the grade one and two level:

* perform puppet play roles memorized in class and presented to parents and students at school

* required to perform whole puppet plays at home for parents

* perform French songs at school concerts, events and assemblies

At the grade 3 level:

* perform French songs at school concerts, events and assemblies

* perform live-action plays memorized at school and at home for class-mates and in school assemblies

* required to perform whole plays at home for parents

* some students may wish to read their own creative stories for their class-mates

C. Ways in which the programme is enriched

The following is a list of ways in which we feel that the KCS French programme offers an enriched curriculum for those students who can satisfy the basic requirements of the course with relative ease:

* the open-ended nature of the AIM approach, content-centered units of study, have an endless range of opportunities for more advanced study in the second language

* immersion-style classrooms

* story re-writing and story extension activities give students with more ability a chance to excel

* science-based units which complement story units are available

* novels and easy stories are available for in-class and at-home use

* computer software is available for in-class and at-home use (ie. "Triple Play Plus French")

* good supply of French books, novels, dictionnaries, reference material available

* the programme surpasses Ministry guideline expectations for French as a Second Language

D. Strengths of the Programme

At KCS, we strive to have a French programme that is among the best in the GTA. Many of our strengths have already been listed in the above section on enrichment or described in detail in other sections. Some further elements which contribute to the primary programme`s success are:

* the AIM approach teaching strategies including the "Gesture Approach"

* gestures on video-tapes to aid new students in assimilating quickly

* this approach addresses many of the multiple intelligences and learning styles of students.

* immersion-style teaching

* drama through puppet and live-action plays

* whole school, community exposure through bi-lingual assemblies and events

* cross-curricular programming with Music, Art, etc.

* cross-grade programming with Reading Buddies

* high level of parent involvement through end-of-unit questionnaires and attendance to drama productions and whole-school events

* videos of AIM gestures and vocabulary are now available to new students joining KCS at later grade levels and indeed for all students who wish to "study" gestures.

F. Future Plans

These plans envelop the entire French programme from grades one to eight:

1. Continued innovation to meet the abilities and potential of our students

The 2002-2003 school year was one of substantial transition in the French programme offered at KCS. The AIM approach to teaching French was introduced in its most complete form at that time. From September, the primary classes followed the programme as described by Wendy Maxwell. Starting in term two, all the junior students were reacquainted with the gesture approach and plays. From the third term, students in grades six and seven were introduced to the approach and started learning the gestures. The current school year is the first where all the French classes will be using AIM from September to June. With the substantial use of AIM, it is expected that the students at KCS will begin to achieve a level of fluency never before attained. As a result, the French teachers will be required to continuously reflect on the programme and determine if it is suitably challenging.

References:

"Accelerating Fluency-A Holistic Approach to the Teaching of French" , Wendy Maxwell. Canadian Cataloguing in Publication Data, 2001.

Developing Minds, A Resource book for Teaching Thinking. Edited by Arthur L. Costa, Third Edition ( 2001).

"Fun French Plays-Volume One, Supplementary Questions", Wendy Maxwell. . Canadian Cataloguing in Publication Data, 1999.