Communication – Winter-Spring 2014
Transcription
Communication – Winter-Spring 2014
OMLTA AOPLV Winter-Spring 2014 issue Meet D N A ! ce en er nf Co ng ri Sp e Join us at th ince for ov pr e th ss ro ac es gu ea ll your co t the new en em pl im lp he to ps ho ks wor FSL Curriculum! than ever! r e g ig B : Québec 2014 - Projet à for Italian s ie it n u t r o p p ano! O - Viva l’itali guage lovers alike lan teachers and mmer Bursaries in Su A LT OM or f ly - App Spain and France! new - Branchez-vous: Get to know the FSL curriculum supports - It’s already time to start thinking about 2015’s World Congress - Plus resource reviews and much more! What’s Inside: A Message from the President.........3 Spring Conference 2014............4 Letter from the Editor.............5 Membership Benefits.............. 6 Directors in Action............ 10-11 The First Five Years .......... 11-12 Take It and Make It Yours.... 13-17 Concours d’art oratoire............... 16 Language Contests................ 17 International Languages .... 18-23 Branchez-vous..................... 24 À la prochaine ..................... 25 Save the Date ...................... 26 ONTARIO MODERN LANGUAGE TEACHERS’ ASSOCIATION ASSOCIATION ONTARIENNE DES PROFESSEURS DE LANGUES VIVANTES Mission: 2 The OMLTA/AOPLV is committed to: 3 3 3 3 advocate on behalf of language educators; provide leadership in the development of language policy documents and curriculum; provide members with professional development opportunities and resources; and promote the benefits of learning languages. The vision of the OMLTA/AOPLV is characterized by: 3 3 3 3 3 3 3 improved learning environments for language students; increased importance of language education in Ontario; active participation on issues of importance to all Modern Languages teachers; increased communication with the membership; creating strong partnerships with other organizations; increased professional development opportunities for all Modern Language teachers; and increased membership. Board of Directors President Wanda West Waterloo Region DSB Meet Your OMLTA Board of Directors 2013-2014 Past President Karla Torrente-Lepage Durham DSB First Vice President Second Vice President Treasurer Jennifer Rochon Toronto DSB Sally de Bruyn Thames Valley DSB Geoff Collins Durham DSB (Webmaster) Nicole Czaja Rainbow DSB Laura Dursley Trillium Lakelands DSB Jayne Evans Niagara Catholic DSB Directors Secretary Christina Schilling Upper Grand DSB Deilyn Campanotti York Region DSB Administrative Assistant Michael Green Waterloo Region DSB Olga Rubino York University Jimmy Steele Sonia Blanchard Toronto (Editor, Communication) Disclaimer: The information and views set out in this publication are those of the author(s) and do not necessarily reflect the official opinion of the Ontario Modern Language Teachers’ Association/Association ontarienne des professeurs de langues vivantes (OMLTA). The OMLTA, its employees, its Board of Directors, or any person acting on their behalf may not be held responsible for the use which may be made of the information contained therein. All use of the masculine in any language to designate individuals or groups of individuals is employed only to lighten text, and serves to identify persons of all genders without discrimination. * Have you renewed your membership for 2014? Simply visit us online at http://www.omlta.org to do so in a few easy steps! Membership has many benefits, and the cost remains just $55.00 (or $71.95 for a joint membership with CASLT). Be sure to print off your receipt for your 2014 income taxes. We look forward to welcoming you back as a member. A Message From the President It seems like we just welcomed in the new year…and here we are in March! OMLTA has been quite busy despite the cold winter we have had! We have been representing the membership at curriculum and subject forums, getting ready for our annual spring conference, Languages 2.0: Teaching in the 21st Century/ Langues 2.0: Enseigner dans le 21ième siècle in Toronto on March 27 – 29 at the International Plaza Airport Hotel (our regular venue, but with a new name) and negotiating some new and exciting projects for the 2014 year. Please also remember to join us for the Annual General Meeting on Friday, March 28, 2014 in the Mississauga Room from 12:15 to 1:45 p.m. Come learn about what is been happening in the organization and welcome the dynamic 2014-2015 Board of Directors. Membership certainly has its advantages, indeed! As a member, you will get first access to some very exciting and wonderful initiatives in the 2014 year! First, we are pleased to welcome back the Stage BELC! The French Embassy will pay for one FSL teacher in Ontario to attend BELC in France in July. Applications are due by April 16, 2014. The Embassy of Spain bursary, courtesy of our friends in Washington and supported by our friends in Ottawa is back again as well! Applications for this scholarship are due by March 19, 2014. See our website and in this issue for full details. Secondly, we are thrilled to be able to offer Projet à Québec again in July 2014. This 9-day professional development opportunity in Québec City is open to 50 Core French teachers with a minimum of three years experience in the FSL classroom. The cost of the in-class portion and most excursions are covered. Teachers must only pay for travel to and from Québec City and their meals. Be sure to check our Fall-Winter 2013 issue of Communication for testimonials from last year’s participants. And finally, the OMLTA and the MLC (Modern Languages Council) are pleased to offer four, one-day FSL curriculum institutes across the province in London, Ottawa, North Bay and Barrie. These institutes focus on going deeper with the revised French as a Second Language Curriculum (2013). All information regarding these amazing and captivating OMLTA initiatives is available on our website at www.omlta.org. Finally, this is my last message as President in Communication. I, personally, would like to thank all of you who devote your time, energy, and passion to the students of Ontario. You are all devoted teachers of the profession! None of what this organization does would run quite as smoothly without our Board of Directors. These are French, Spanish, German, and Italian teachers and educators that volunteer countless hours to the organization to ensure that language contests are available, professional development is presented, and new initiatives are investigated and pursued, to name a few. We do not thank them enough. It is so wonderful to be part of an organization to share our devotion for teaching languages with others that share the same desire for learning. Each one of the Board of Directors has become a colleague, a person with whom I can consult, and a true friend. I thank them all for their generous time and energy to the OMLTA. À la prochaine, mes amis ! Wanda West President, OMLTA (2013-14) 3 LIMITED LAST MINUTE REGISTRATION AVAILABLE ONSITE! e h on /C du s è gr temp s2 4 01 4 2 m 1 st e C siè entu cle ry Sp e2 01 4 S av Conferenc e g n i r t ! e t da prin e th è n i 1i g 2 n hi e Lan Languages 2.0: Teac ans l gues d 2.0: Enseigner March 27-29, 2014/le 27-29 mars, 2014 International Plaza Hotel (formerly Doubletree), Toronto Conférencier/Keynote: Jacques Cool Natif du Nouveau-Brunswick, Jacques Cool œuvre en éducation publique depuis plus de 25 ans et a occupé diverses fonctions : enseignant, spécialiste en évaluation, concepteur de programmes d’études, gestionnaire de cours en ligne et technopédagogue. Il est présentement agent pédagogique provincial au ministère de l’Éducation et du Développement de la petite enfance au Nouveau-Brunswick. Il est passionné par le potentiel des TIC pour l’apprentissage et a donné plus de 30 conférences et ateliers à ce sujet au Canada et ailleurs dans le monde. Il maintient une veille technopédagogique active sur les réseaux sociaux et blogue depuis 2004 au zecool.com. A native of New Brunswick, Jacques Cool has worked in public education for more than 25 years as a teacher, assessment specialist, curriculum developer, e-learning manager and educational technology advisor. Presently, he is a learning consultant for the New Brunswick Department of Education and Early Childhood Development. His passion for education technology and its potential for learning has led him to give more than 30 keynote presentations and workshops in Canada and elsewhere. He is active online observer/commentator of education issues and has been blogging at zecool.com since 2004. Registration will open in the new year at www.omlta.org! Letter From the Editor Welcome to your latest issue of Communication. I hope that you all enjoyed a wonderful and relaxing time during your recent holidays. As the refrain of “Will this winter ever end?” continues to echo across many hallways from many of my students and colleagues, I am heartened by the occasional sprig of green grass or that first budding tree that I see. I was extremely fortunate to avoid the latest deep freeze as I spent nine days in France with 28 spectacular students from my school over the March Break, where we visited châteaux, historical sites, and much more. Le sport préféré des adolescents de mon groupe était le shopping (sans faute), mais j’étais tellement content du fait qu’ils ont fait le plus possible pour se communiquer en français pendant leur séjour en France, et même en allemand à l’aéroport de Francfort. Despite their zest for finding bargains and kitschy souvenirs, my students’ eyes lit up every time we reached a new city or historical location, and whether they struggled to find the words to explain themselves or communicated with great confidence, I could tell that they were proud of their efforts to be in touch in the target language with those around them. From one exciting event to another, we are a few short days away from our Spring Conference! Chair Jennifer Rochon has worked tirelessly to make this year’s event an exceptional one, and we look forward to seeing you all in Toronto at the International Plaza (formerly DoubleTree) Airport hotel from March 27-29. This issue of Communication is packed with great articles, teaching tips, and much more; I hope that you enjoy it. We have special content this issue on teaching Italian in Ontario, which will interest teachers and fans of the language alike. As always, your contributions and feedback are always welcome! Submit your articles to [email protected] ! All the best from all of us at the OMLTA. Sincerely, Jimmy Steele Editor, Communication [email protected] Find Terre’y and win a prize! In our Fall-Winter issue, you met the OMLTA’s new mascot, Terre’y, who represents our commitment to global citizenship, environmental stewardship, and plurilingualism, attributes that are reflected in all of our province’s FSL and International Languages classrooms. _ Terre’y is hidden somewhere else in this issue! Find him, note the page and location where he is hiding, and email us with these details at [email protected]. Two prizes will be awarded: an OMLTA goodie bag (for any member) and a copy of Linguistica e Glottodidattica (for an Italian-speaking member) donated by the Istituto Italiano di Cultura in Toronto. All current OMLTA members are eligible to participate, and be sure to indicate if you parlare italiano in your email entry. Hurry! This contest closes on April 11. 5 2014 Embassy of Spain Scholarship Program The Education Office of the Embassy of Spain (Washington) is proud to offer the opportunity to be the recipient of a two week course in Salamanca, Spain to a Canadian Spanish teacher who is also a member of the OMLTA. Course: El uso de la tecnología en el aula de español Location: Spanish Language Center MESTER, Salamanca Dates: June 23 to July 4, 2013 (two weeks) The scholarship includes course fees, accommodation (university residence or host family), meals, transfers from Madrid-Salamanca and return, and some cultural activities. Please note that airfare from your home airport to Madrid, room upgrades, and other incidentals are not covered in this scholarship. Please note that this course, while approved by the Education Office of the Embassy of Spain, is offered by a private language academy and does not count for university credits. Application Checklist: (Note that all items must be scanned/available electronically) o Résumé/Curriculum vitae o 2 letters of reference: o 1 from your principal or designate (including reference to a minimum of two years experience teaching Spanish and at least three years teaching experience); o 1 from a colleague, parent, student, or other education professional o Applicant letter of at least 150 words (double-spaced, 12 pt. font), in Spanish, explaining how this opportunity would benefit your teaching o Reference to your OCT number and/or print-out of current Ontario Teachers’ Certificate (available from the OCT website) o Must be a current OMLTA member (visit www.omlta.org website to activate membership, if required) E-mail the documents listed above in one message to: Sonia Blanchard, OMLTA Administrative Assistant Email: [email protected] Documents must be received no later than Wednesday, April 16, 2014 at 5 PM. Please note: • Acceptance of the award will also involve the recipient writing an article for the OMLTA Newsletter, Communication, highlighting their experiences in the program. • The recipient may also be asked to present a brief workshop at the 2015 OMLTA Spring Conference on experiences, ideas, and application process. The Ontario Modern Language Teachers’ Association and the Modern Languages Council are pleased to offer FSL teachers a one–day institute to support the release of the revised French as a Second Language Curriculum This one-day institute will focus on: • Key aspects of the revised curriculum • Creating a supportive classroom environment while embedding cultural awareness learning activities • Authentic, spontaneous and interactive speaking activities • Instructional strategies and best practices in FSL education The institute will include: • An all day complimentary session from 9:00 a.m.— 3:30 p.m. in 4 locations around the province • 4 fact sheets • Lunch and snacks Please bring a copy of the 2013 revised French as a Second Language Curriculum!! Registration is open to all elementary and secondary teachers in Ontario on a firstcome, first-served basis. Teachers are required to send a $100 refundable cheque upon full participation at the institute to the OMLTA office (information on the website) To register, please go to http://www.omlta.org. For more information, please email: [email protected] Date March 22, 2014 Location Registration deadline Four Points Sheraton 1150 Wellington Road South, London March 18, 2014 April 5, 2014 Garden Inn Hilton 2400 Alert Road, Ottawa April 1, 2014 April 12, 2014 Clarion Hotel 201 Pinewood Park Drive North Bay April 7, 2014 April 26, 2014 Kempenfelt Conference Centre 3722 Fairway Road Innisfil (Barrie) April 22, 2014 Projet à Québec 2014 Aimeriez-vous... parler et vivre en français pendant 9 jours cet été? participer aux ateliers de formation professionnelle? vous amuser en découvrant le patrimoine culturel du Québec en 2014? The Ontario Modern Language Teachers’ Association/L’association ontarienne des professeurs de langues vivantes is pleased to provide a professional development opportunity for 50 Core FSL Teachers from Catholic and public English-language district school boards across Ontario. This 9 day immersion experience includes workshops and excursions. The cost of the session, various activities and accommodation is funded. Criteria The successful applicants: • are current teachers of Core FSL; • possess at least three (3) years’ experience teaching Core FSL in an Ontario publicly-funded English-language school board; • will be able to demonstrate benefits to students after participation; • express a need to practice French language outside the classroom; • demonstrate a desire to understand Québécois culture and “la francophonie” within Canada and to incorporate this into course materials; and, • demonstrate a desire to connect with and develop a network of colleagues throughout Ontario. Québec City July 12th to July 20th, 2014 Cost to participants: Transportation to and from Québec City and meals Interested candidates are required to submit to OMLTA/AOPLV via email: [email protected] by April 11, 2014 at 5:00 pm • a completed application form [application form may be found at www.omlta.org]; • a cover letter explaining why you would like to participate in Projet à Québec and how this experience would benefit your students; • a copy of a valid Ontario Teacher’s certificate (from the Ontario College of Teachers website); • a reference letter from your current principal or school board language coordinator outlining the benefits to students of your participation in this experience. Successful applicants will be notified by the end of May 2014. A $250.00 deposit and a signed contract will be required from successful applicants immediately upon notification to confirm participation. The deposit will be returned upon the successful completion of the session, which includes full attendance and participation in all activities. We acknowledge the financial support of the Government of Canada through the Department of Canadian Heritage and the Government of Ontario. Bourse 2014 Ambassade de France et OMLTA/AOPLV Cours intensif de formation continue en France – 2 semaines Université d’été du BELC – CIEP, « Les métiers du français dans le monde », à l’Université de Nantes Ontario Modern Language Ambassade de France au Canada Teachers’ Association Association ontarienne des Service culturel, Ottawa professeurs de langues vivantes Au choix : Formule A : 1ère quinzaine de juillet 2014 ou Formule B : 2e quinzaine de juillet 2014 L’ambassade de France au Canada et OMLTA/AOPLV offrent une bourse de formation continue à un enseignant de français langue seconde, à un conseiller pédagogique ou à un formateur d’enseignants dans une école en Ontario, pour l’Université d’été - BELC, « Les métiers du français dans le monde », à Nantes, d’une durée de 2 semaines en juillet 2014 (1ère ou 2e quinzaine de juillet, au choix du boursier). Prise en charge financière Par l’ambassade de France au Canada : • Frais de formation + Hébergement sur le campus de l’université de Nantes Par OMLTA/AOPLV • Contribution de 500 dollars CAD au coût du voyage (après la participation réussie du boursier/de la boursière au programme et la soumission des reçus originaux). Par le boursier : • Solde du coût du voyage + Repas + Assurance personnelle + Autres dépenses et dépenses personnelles Comment candidater • télécharger le formulaire de candidature et le formulaire de recommandation sur le site de l’OMLTA/AOPLV : www.omlta.org • retourner le formulaire de candidature et une lettre de motivation (une page en français) avant le 31 mars 2014 exclusivement par courriel, à OMLTA/AOPLV [email protected] et à l’ambassade de France ([email protected]). • Faire remplir le formulaire de recommandation (« third-party comment form ») par une personne de son choix (à laquelle le/la candidat(e) est lié(e) professionnellement) et lui demander de la retourner séparément par courriel aux adresses électroniques indiquées ci-dessus. Sélection et information du candidat sélectionné Un comité composé conjointement par l’ambassade de France et du Conseil de direction de l’AOMLTA/AOPLV prendra la décision définitive dans la sélection du lauréat. Ce dernier sera informé de la décision d’attribution de bourse avant le 30 avril 2014. Le comité est souverain : aucune réclamation ne sera étudiée. Conditions générales • La bourse est ouverte aux enseignants et aux conseillers pédagogiques de français langue seconde de l’Ontario, qui possèdent une expérience professionnelle dans ce domaine d’au moins dix années. • Le lauréat s’engage à rédiger un article pour le bulletin trimestriel « Communication OMLTA/AOPLV », et à offrir un atelier aux deux congrès annuels de l’OMLTA/AOPLV qui suivront le stage. • Le lauréat doit être membre d’OMLTA/AOPLV et à jour de ses cotisations au 31 janvier 2014. • S’agissant d’un cours intensif, il est recommandé au boursier de ne pas se faire accompagner de sa famille. Toutefois, en cas d’accompagnement, le séjour des membres de la famille en doit en aucun cas interférer avec la formation : il est demandé au boursier de suivre l’intégralité des cours prévus dans la formation, et l’organisation du séjour pour les membres de la famille est de l’entière responsabilité du boursier (aucune assistance ne pourra être apportée pour cela). Pour toute information complémentaire, contacter : L’ambassade de France au Canada : [email protected] ou OMLTA/AOPLV : [email protected] Directors in Action News... The OMLTA Executive and Directors continued to be busy over the last several months on behalf of our members! Extensive collaboration with the Ministry of Education and the Modern Language Council (MLC) has allowed us to secure four, one-day in-service sessions for all interested teachers on the revised FSL elementary curriculum. There is no cost to attend (a deposit, payable by cheque, is requested to hold your spot for the session of your choice and will be returned upon completion of the day) and non-OMLTA members may also take part. Sessions take place in London, Barrie, North Bay, and Ottawa. Detailed information follows in this edition of Communication. The OMLTA was also present at the roll-out sessions for school boards presented by the Ministry as a recognized stakeholder group. OMLTA Directors visited pre-service classes at York University and OISE/UT to spread the word about our association to nearly 100 future French and International Languages teachers. As always, meeting our engaged, future educators was a treat. We also supplied information for and met with various AQ classes across the province. We are always happy to visit pre-service and AQ classes: simply email us at [email protected] with the details of your request! Finally, warm wishes and sincerest thanks to OMLTA Past President, Karla Torrente-Lepage, whose term on the Board of Directors will conclude on March 28 after ten years of dedication, hard work, and innovation. The entire association has been enriched by Karla’s strength and commitment. ¡Muchas gracias, querida Karla! OTF Curriculum Forum Retreat, February 2014 Speaking of AQ courses, the Spanish – Part 1 AQ, a result of extensive advocacy by the OMLTA, began at Nipissing University, and feedback has been extremely positive. The course will be offered again in the Spring/Summer session! Visit http://www.nipissingu.ca/ academics/faculties/schulich-schoolof-education/pd-for-teachers/Pages/ default.aspx for full details and to sign up for the next session! In the coming weeks, the OMLTA will be represented at additional Ministry initiatives, research symposia, International Languages contests, the 2014 Concours d’art oratoire, and much more. Watch our website for full details. The Ontario Teachers Federation annual retreat was held on February 7-8, 2014 and was attended by representatives of most of Ontario’s educators’ associations, from ETFO and OSSTF, to OPHEA, OADE, STAO, and other subject associations. 10 Docs, Google Hangout, Clip Converter, and many others can be used successfully in our classrooms. The ETF continues to arrange excellent professional development opportunities for Ontario teachers, and the OMLTA is pleased to be able to report on these excellent events for our members’ behalf. Trends, issues, topics of interest, and innovations in education were discussed at length, guided by the wealth of knowledge from the presenters: • Andrew Lamb, Executive Director of Roseneath Theatre, who presented a powerful reading of In This World, a production that deals with racial discrimination, economic differences, bullying, rape, and other issues among high school girls; • Dr. Larry Swartz, OISE/UT instructor and author, addressed the power of using drama in schools to help address significant issues, while reminding us of the fact that laughter is a key facet in joyous communities that are our classrooms; • Sarah Peek and Sookie Bardwell, EGALE Canada, provided strategies on helping educators to facilitate classroom discussions around ending homophobia/transphobia, and ensuring that LGBTQ perspectives are included cross-curricularly and at all grade levels; • Jeff Perera, founder of the White Ribbon Campaign, provided strategies to encourage higher “unlearning” of misogynist language and behavior, leading towards a violence-free society; and • Sharon Wood, President & CEO of the Kids Help Phone, spoke about the latest innovations with the agency, including their constantly-updated website and Smartphone app. Saturday saw a discussion of Open Space Technology, and how tools like Google Visit the Members Only section of the OMLTA website, under “Conference Handouts”, for a full summary of great notes from the OTF Curriculum Retreat for your own personal use. Reported by Laura Dursley The First Five Years CEFR-Inspired Classroom Practices A new resource available to FSL Teachers at www.curriculum.org/fsl Did you know that there are some wonderful free resources available to every French-as-a-Second-Language teacher in Ontario? The FSL branch of Curriculum Services Canada has produced a number of valuable resources that are designed to assist FSL teachers in improving student learning and proficiency French. The latest projects include Exploring the CEFR, in which FSL teachers may learn more about the various aspects of the CEFR; Samples of Student Oral and Written Production Based on CEFR Levels, where teachers can find examples of student work at each CEFR level that have been geared to a Canadian context; and finally CEFR-Inspired Classroom Practices, an example of a collaborative lesson study inspired by the CEFR that is aimed at improving student achievement in FSL. In the CEFR-Inspired Classroom Practices project, the teachers involved in the project engage in the following actions with the goal of developing more proficient FSL learners: • Co-planning, observing and reflecting on student learning • Integrating speaking, listening, reading and writing through interre lated activities which support a common goal • Making connections to research and the CEFR through: - The Action-Oriented Approach - A focus on the task - The scaffolding of vocabulary and language structures, as needed - Frequent opportunities for interaction (student-student and student-teacher) - Positive, transparent, clearly articulated criteria • Developing processes for the moderation of student work This resource is available in French and English. There is also a viewing guide, available in both languages, that helpsguide and focus teachers’ learning before, during and after viewing each video. A series of appendixes appears at the end of the viewing guide which provide teachers with the tools used for observation and moderation in the videos, as well as some samples of the student work used in the videos. Although these videos are set in a secondary French Immersion classroom, and an elementary Core French classroom, the concepts and ideas can be applied at any grade level and in any stream of FSL. 11 The video series includes the following topics: The Action-Oriented Approach, the CEFR and FSL Classrooms: 1. Co-Learning: the Action-Oriented Approach/Le coapprentissage: La perspective actionnelle et l’approche par les tâches In this video, the FSL team discusses their understanding of the ActionOriented Approach and how to develop authentic, action-oriented tasks that require interaction through listening, speaking, reading and/or writing. 4. Debriefing the Lesson/La réflexion sur la leçon In this video, the team discusses their observations of the lesson, while looking at evidence of student learning. They compare their observations to the learning goals and success criteria and use this information to plan for future instruction. 5. Observation – Integrating Oral Communication, Reading, and Writing/L’observation: l’intégration de l’oral, de la lecture et de l’écrit In this video, we return to the classroom to observe students working toward producing a persuasive text. Students co-create success criteria that relate to the form, content and language used in the text. 3. Observation – Oral Communication/L’observation: la communication orale This video focuses on the observation of a three-part lesson in action. We see the classroom teacher integrating listening, speaking, reading and writing activities, while providing students with the strategies needed to be successful. 10. Independent Practice and Interviews/La pratique autonome et les entretiens In this video, we see students engaging in independent practice in small, mixed-ability groups. We also see student-teacher interviews, where the students demonstrate their learning in conversation with the teacher. 6. Teacher Moderation for Learning/ L’harmonisation au service de l’apprentissage 11. Teacher Moderation/ L’harmonisation au service de l’apprentissage In this video, we see the team moderating the oral interactions from the previous video. They compare students’ performance to the success criteria and achievement chart to identify strengths and areas of improvement for each student. They also decide on next steps for students, as well as for teacher instruction. In this video, the team compares student work in progress to the success criteria to formulate feedback, identify gaps, and inform the next stages of instruction for the teacher. It is important to note that French is spoken at all times by the teacher, regardless of the grade or stream of FSL. Students also use the French that they know to communicate with the teacher and with each other. The teachers also explicitly teach a variety of listening, speaking, reading and writing strategies, all of which enable the students to become more autonomous learners, as well as more confident and proficient speakers and users of French. Secondary French Immersion: 2. Co-planning/La coplanification This video looks at co-planning an authentic task for a grade 10 FI class, using the action-oriented approach. The team develops learning goals and success criteria and plan the lessons needed to scaffold students’ learning. 9. Shared and Guided Practice/La pratique partagée et guidée In this video, the lesson using the Gradual Release model continues. We see the teacher leading her students through shared and guided practice using simple questions and comments that engage the students and encourage them to use French. Elementary Core French: 7. Co-planning Guided by Student Learning/La coplanificationorientée parl’apprentissage des élèves This video demonstrates how teachers can use samples of student work to co-plan a lesson. The team identifies students’ needs and uses this information to plan subsequent lessons using the gradual release of responsibility model. 8. Modelling/La modélisation In this video, the classroom teacher models a variety of comprehension strategies using a model text and by thinking aloud. by Michael Green 12 de suivre un programme d’histoire en 11e et 12e année. Au cours de 18 mois de préparation et d’étude, chaque élève a fait des recherches pour écrire la biographie d’un ancien combattant de la région. Les recherches comprenaient les recherches primaires aux archives de Dufferin et des entrevues avec l’ancien combattant ou sa famille. Cette biographie fait désormais partie d’une base de données virtuelle au site Web des archives de Dufferin. De plus, chaque élève a fait une présentation au sujet de son ancien combattant au Centre Juno Beach en France. Ces élèves sont devenus des historiens et des historiennes. Au fil de 13 jours, nous avons visité quatre pays où les élèves ont vécu l’histoire. Voyager pour apprendre l’histoire – voyager pour vivre l’histoire En tant que professeurs d’histoire, nous essayons chaque jour de faire vivre l’histoire pour nos élèves. Le plus qu’on s’éloigne des deux guerres mondiales, cette tâche devient encore plus difficile. Comment faire comprendre à un élève de 15 ou 17 ans la réalité des tranchées de 1914-1918 ? Comment lui faire apprécier l’impossibilité de l’attaque à Dieppe ? Une façon d’accomplir ce but est d’emmener nos élèves aux champs de bataille pour qu’ils puissent vivre cette réalité. Les élèves ont marché dans les pas des soldats canadiens à Juno Beach. Ils ont monté avec difficulté la colline caillouteuse qui est la plage à Puys (Blue Beach, Dieppe). Ils sont entrés dans une casemate de l’hôpital de campagne (Advanced Dressing Station) où John McCrae a probablement écrit son poème « Au champ d’honneur. » Ils sont descendus dans les tranchées à Vimy. Ils sont entrés dans le camp de concentration de Dachau sous le signe « Arbeit macht frei ». Les élèves ont rendu hommage aux soldats canadiens et alliés aux cimetières de Bény-sur-Mer (Juno), Hautot-sur-Mer (Dieppe), Giverny (Vimy), et Essex Farm (Ypres), où est enterré un des plus jeunes sol- Take it and make it yours Le coin de la technologie et la mobilité A few tips, tricks, and apps for you to try out in your classroom! Skitch (evernote.com/skitch) Available for mobile devices (both Apple & Google) and computers, this free app allows you to annotate and mark up just about anything: a photo, a map, a website, etc. You can sync across devices and e-mail the final copy to yourself. Ideas: •Have Geography students annotate a map to show tectonic plates or a photo to identify topographical elements. •Have Civics students take a photo of their street / downtown and annotate to identify different levels of governmental responsibility. •Have Grade 9 French students take a selfie and then annotate using adjectives to describe themselves. En novembre 2013, j’ai eu le plaisir de voyager avec des profs et des élèves de Centre Dufferin District High School (Shelburne) en Europe. J’étais là en tant qu’observatrice, dans l’espoir de faire quelque chose de semblable avec mes élèves en 2015. C’était une expérience inoubliable de voir les élèves vivre l’histoire qu’ils avaient étudiée depuis la 10e année. Afin de participer à ce voyage, les élèves avaient choisi en 10e année Source : http://evernote.com/media/ img/products/ill-skitch-v2-1.png Source : http://evernote.com/media/ img/products/hero_skitch-v2.png 13 dats tombés en guerre : Valentine Joe Strudwick, 15 ans. Ils se sont arrêtés pendant de longs moments au site du massacre des soldats canadiens à l’Abbaye d’Ardenne. Ils se sont tus à 11 heures le 11 novembre lors de leur participation aux cérémonies françaises de commémoration des sacrifices de la Grande Guerre à Dieppe. Ils ont déposé des couronnes de fleurs à la porte de Ménin (Ypres). Ils ont visité le camp de concentration de Dachau en presque silence, réfléchissant aux horreurs perpétuées là. to make one Popplet. With the full version and the web-based version, you can create multiple Popplets and collaborative Popplets. Ideas can be colour-coded. Le silence de 35 adolescents était remarquable. En les voyant silencieux, j’ai su que l’expérience les avait beaucoup touchés et changés – plus que n’importe quel cours nous pourrions les offrir. Source: http://popplet.com/images/ logo_200_blue.jpg Ideas: •Have History students create a mindmap to demonstrate their knowledge and understanding of the Cold War. •Have students brainstorm and organize ideas when planning group projects. Source : http://popplet.com/images/ IMG_School_Final_USE.jpg Pour voir les photos : http://on.fb.me/1nEGJx3 Padlet (padlet.com) by Rebecca Grimes Popplet (popplet.com) This is a web-based program that allows you to create a virtual bul- letin board / wall of sticky notes. It works on Chrome, Safari, Internet Explorer, mobile Safari (e.g. iPhone, iPad), and mobile Chrome for Android. There is also a Chrome App for Google Apps for Education users. You can add YouTube videos, Word documents, photos, etc. to your wall. Your wall can be exported and saved as a PDF for off-line viewing. The Popplet app allows you to record ideas and organize them visually. It is available as a web-based version and as an iPad/iPhone version available through the App Store (Popplet Lite – free; Popplet - $4.99). The Popplet Lite version only allows you Source: http://padlet.com/ wall/1rbmyjr47x Source : http://tctechcrunch2011. files.wordpress.com/2013/02/padlet_hi_res.png 14 Apple Mobile Devices – Accents and French Autocorrect •To use accents when typing on your Apple mobile device, push and hold the vowel you need an accent for. A floating menu will appear with your options – simply slide your finger over to the desired letter/ accent combination. Careful – don’t lift your finger or you will lose the floating menu. •Add the French keyboard to your Apple mobile device and your device will autocorrect using the French dictionary. - To add the French keyboard, go into Settings > General > Keyboard > Keyboards > Add New Keyboard… > French (Canada) - French (Canada) will give you the regular QWERTY layout. French will use the AZERTY layout. - To switch between keyboards, click on the globe icon that now appears beside the Number key. •Bonus tip: to use smileys and other icons in your typing, add the “Emoji” keyboard. Apple iOS Keyboard Ideas: • Provide a “Word of the Day” and have students post a sentence using that word correctly. • As an “Exit Card,” have students write a sentence using a newly learned language concept. • Have students brainstorm vocabulary for a new theme / unit. Source : http://cdn.mactrast.com/ wp-content/uploads/2011/05/ iphone-accented-characters.jpg by Rebecca Grimes Lecture Jasette are also inquiry based and action oriented. A truly multi-layered approach and a tall order! As follow up, leaders returned to their school to work with division representatives to generate activities that fit the requirements. The plan is to try out these activities and all meet nearer the end of the school year to share and discuss the activities. To help gauge whether or not the activity fulfils these criteria, some of the “look fors” are: Voici quelques activités pour inspirer vos jeunes d’immersion du palier primaire avec des albums engageants. Deux autres albums sont présentés : réfléchissez à quelles activités peuvent être élaborées de ces textes. Frisson n’aime pas les cauchemars. Il croit que la seule façon de les éviter est de ne pas dormir... Alors pendant la nuit, il se tient occupé et il veille. Il y a des effets secondaires au manque de sommeil, comme le manque d’énergie, les trous de mémoire et l’épuisement total. Mais il veille quand même. C’est ainsi qu’un soir, il lit dans son horoscope que tous ses rêves vont devenir réalité à minuit ! Et si c’était vrai ? Frisson panique ! Que peut-il faire ? Frisson l’écureuil par Mélanie Watt Activités: 1. Écris un article de journal qui décrit les évènements de l’histoire. 2. En utilisant des instruments de musique, compose des effets sonores pour communiquer les émotions de Frisson. 3. Invente un plan d’action comme celui de Frisson pour te sauver de l’école en cas d’urgence. 4. Compose un horoscope pour chaque signe astronomique. 5. Crée et présente une trousse pour affronter tes cauchemars. 6. Utilise un organigramme et compare tes craintes à ceux de Frisson. 7. Compose des messages inspirants pour mettre dans des biscuits de fortune. Chester, un chat égoïste et imbu de lui-même s’est injustement approprié l’histoire de souris de Mélanie Watt. Il préfère parler de lui-même; il se croit si intelligent! Une histoire à son sujet? Mélanie s’en charge, que ça plaise ou non à Chester ! Un matin, Pierrot découvre avec allégresse qu’il est beaucoup plus amusant de faire pipi dehors. Après cette expérience stimulante, il tente à nouveau sa chance au parc, à la plage et même à la campagne! Malheureusement, maman est toujours là pour le ramener à l’ordre et lui montrer son petit pot. Mais les petits pots, c’est pour les bébés et Pierrot est un grand garçon, maintenant ! by Nicole Czaja The Revised FSL Curriculum and CEFR The following article gives an update on what we have done recently in Thames Valley with respect to the new French as a Second Language (FSL) curriculum and the Common European Framework of Reference (CEFR). At a recent workshop, team leaders from each of our Immersion schools got together to generate ideas as to how we can look at the new FSL curriculum (and its seven enduring ideas) in light of CEFR and come up with activities that not only fit with these expectations but •Does the activity address one or more of the four language strands? •Is the language being used for practical purposes? •Is the language being taught in a con text of learning that is relevant to the learner? It is not my intention here—neither do I think it necessary—to reiterate what you no doubt already know concerning these and closelyrelated documents. That said, the ministry document A Framework for FSL in Ontario Schools and, on the Ottawa-Carleton school board website, “Effective Practices in FSL”, as well as www.curriculum.org/fsl/ home are worthwhile for ideas and information. One idea to leave you with is a scope and sequence of “Can do” statements. This could be schoolwide or board-wide. In the same way we track student progress in GB+, we could see how students proceed from level to level. As students move through the divisions, a checklist of “Can do” statements could be used (perhaps even colourcoded as to division and/or CEFR level) to chart where they are on the continuum. This gives the student a learning goal to work towards and the success criteria are ready made; both of these are indicated in the Growing Success document. As a follow-up article, I will let you know some of the most successful activities. Meanwhile, if you would care to share in advance, please contact me at [email protected] by Sally de Bruyn Our feature, ‘5 questions with avec’... will return in our next issue. 15 Join us on Saturday, May 10th for a fantastic PD experience! The OMLTA is currently recruiting judges for this year’s Provincial Concours d’art oratoire on May 10th at York University’s Glendon Campus in Toronto. Please consider joining us for this incredible opportunity to meet other FSL teachers and see some of the province’s best students compete. Judges’ registration is available on our web site at www.omlta.org under Upcoming Events – sign up today! Concours et Festival d’art oratoire is an annual French public-speaking event for students from grades four through 12 studying French as a Second Language in Ontario schools. It is organized by the OMLTA and Canadian Parents for French (Ontario). There are four categories - Core, Extended, Immersion and FSL Plus. Students in grades 4 through 8 participate in the non-competitive festival event in the morning and students in grades 9 though 12 participate in the competitive concours format in the afternoon for cash prizes. Language Contests The 2014 Language Contests are coming! Toronto Universities’ French Contest Online Preliminary: Friday, April 4 – Onsite Finals: Tuesday, May 13 Glendon College, Toronto Open to Grade 11 and 12 students in Core, Extended, and Immersion in Toronto, Peel, Durham, and Halton Regions. Scholarships to Glendon will be awarded to the top winners. http://www.glendon.yorku.ca/concours/index.html Ontario H.S. German Contest Saturday, April 12 Harbord C.I., Toronto Open to first-year, intermediate, and advanced students enrolled in an LWG course. Prizes include cash and a trip to Germany! http://www.oatg.org / james. [email protected] OATI Italian Contest Friday, May 2 University of Toronto-Mississauga Open to students of Italian at all levels. Great prizes to be awarded. http://tisso.apps01.yorku.ca/ Brock-Niagara French Contest Wednesday, May 7 Brock University, St. Catharine’s Open to senior Core, Extended, and Immersion students in the Niagara Region. Scholarships to Brock U are among the prizes. [email protected] Ontario S.S. Spanish Contest Thursday, May 8 Glendon College, Toronto Open to all students of Spanish at all levels, including hispanohablantes. Cash prizes will be awarded. http://www.ontariospanishcontest. com / [email protected] The OMLTA is pleased to support these events. We look forward to seeing you and your students involved in these sensational events! OATI Contest 2013 Congratulations to the 61 student from seven schools in three school boards who took part in the OATI Italian Contest on May 1, 2013, at the University of Toronto-St. George campus. Students participate in either a written examination with oral interview, or an open artistic category, allowing for a great cross-section of participation from interested students. Congratulations to the Organizing Committee for a job well done. A full list of winners is available on the contest website: http://tisso.apps01.yorku.ca 16 17 International Languages Viva l’italiano! Would you like to improve your Italian skills, your teaching techniques, or merely enjoy becoming involved in Italian cultural events and activities? Are you a teacher of Italian who would like to teach abroad or obtain a bursary for a refresher course in Italy? Visit the websites listed below for valuable information! Vi auguro una piacevole lettura, con l’auspicio che il mondo della lingua e della cultura italiana vi conquisti, come ha conquistato me! Bursaries available for Teachers of Italian (Siena, Perugia, Rome) Contact: Italian Cultural Institute (Istituto Italiano di Cultura) Cultural Section - Consulate General of Italy, Toronto 496 Huron Street - Toronto, ON M5R 2R3 Telephone: 416.921.3802 Fax: 416.962.2503 Email: [email protected] Italian Cultural Institute Newsletter of Events http://www.iictoronto.esteri.it/IIC_Toronto/Menu/Gli_Eventi/ Newsletter.htm Centro Scuola e Cultura Italiana http://cstoronto.blogspot.com/ Italian films L’Altra Italia, Associazione Culturale http://laltraitalia.org/blog/home/program-2013-2014/ Italian Canadian Contemporary Film Festival June 12 – 20, 2014 http://www.icff.ca/ Italian Cinema Under the Stars - Cinema Sotto le Stelle July 28, 2014 Italian Consulate http://www.icff.ca/rsvpmaker/lindustriale-cinema-under-thestars-2/ 18 Goggio Lectures, Department of Italian Studies, U of T The Department of Italian Studies at the University of Toronto, under the direction of Prof. Salvatore Bancheri, hosts a series of public lectures which provide outstanding professional development for the second language teacher and exceptional cultural enrichment for Italian language and literature enthusiasts. The Goggio Lectures are given by internationally renowned professors who share their knowledge and expertise. A question and answer session follows each lecture and several times throughout the year the department graciously hosts a reception. Guests and colleagues meet, socialize and discuss ideas. The topics are captivating, the speakers are engaging and the atmosphere is welcoming. If you would like to be included on the email list to receive invitations to these lectures and notices about conferences and upcoming events, please send your request to [email protected]. University of Toronto - DEPARTMENT OF ITALIAN STUDIES, Goggio Lectures 2014 Wednesday, March 26, 2014, 9:00 am – 11:00 am ~ NF119 (at VIC) Anthony Mollica (Emeritus, Brock University) “Motivating Language Learners with Recreational Linguistics” Thursday, March 27, 2014, 4.00 pm – 6:00 pm ~ AH 400 Jack Veugelers (University of Toronto) “Neo-fascist or Revolutionary Leftist: Inter-generational Transmission and Political Choice of Activists in the Anni di Piombo” Wednesday, April 23, 2014, 4.00 pm – 6:00 pm ~ CH 103 Franco D’Intino (Universita degli Studi “La Sapienza” di Roma) Title - TBA Thursday, April 24, 2014, 6:30 pm ~ Italian Cultural Institute “Tribute to the Italian poet Giacomo Leopardi (1798-1837)” Bilingual (English and Italian) reading of passages from Canti and from Zibaldone Departmental / International Conferences October 17 - 19, 2014, 9:00 am – 6:00 pm ~ Alumni Hall 400 International Conference on: “Italian American Studies Association Conference” TISSO and OATI The TISSO (Teaching Italian in Secondary Schools) team, which consists of secondary school teachers and university professors, promotes and supports the teaching of Italian in the Ontario secondary school curriculum. OATI (Ontario Association of Teachers of Italian), with the support of TISSO, organizes an Italian Contest for secondary school students: Concorso di lingua e cultura. The next contest will be held on Friday, May 2, 2014 at University of Toronto-Mississauga The contest is held on a rotating basis at York University, University of Toronto-St. George Campus or University of Toronto-Mississauga Campus. Campus. Here is the TISSO team: Executive Members Emanuela Polin-DeLuca, Philip Pocock CSS, DPCDSB (Chief Executive) Biagio Aulino, Father Bressani CHS, YCDSB; OISE/UT; Niagara University Maria Ferlisi, Notre Dame CSS, DPCDSB University Liaison Members Salvatore Bancheri, University of Toronto Gabriella Colussi Arthur, York University Mirella Pasquarelli-Clivio, University of Toronto Visit the website: http://tisso.apps01.yorku.ca/ The site offers information about contests, participating schools and useful links. It also facilitates a student blog for students of Italian and posts a gallery of photos. Several of these individuals also contributed to an excellent article published in the Canadian Modern Language Review, entitled “The Maintenance and Promotion of the Italian Language at the Secondary Level in the Province of Ontario”. 19 Further opportunities abound! ITALIAN INSTITUTES OFFERING PROFESSIONAL DEVELOPMENT COURSES FOR TEACHERS OF ITALIAN AS A SECOND LANGUAGE Scuola Porta d’Oriente Via Antonio Primaldo, 70 73028 Otranto (LECCE) Italy Tel.: 0039 338 4562722 - Tel./Fax: 0039 0836 804431 E-mail: [email protected] Siti Internet: www.porta-doriente.com http://www.porta-doriente.com/scuola%20d%27italiano%20per%20stranieri/ corso-in-classe-di-didattica-dell-italiano-a-stranieri.asp ITALIAN LANGUAGE SCHOOL “Scuola Leonardo da Vinci” Florence Via Bufalini 3 IT - 50122, Florence, Italy Telephone: (+39) 055-261.181 - Fax: (+39) 055-294.820 Skype: learnitalianflorence - email: [email protected] Milan Via Darwin 20 IT - 20143, Milan, Italy Telephone: (+39) 02-8324.1002 - Fax: (+39) 02-8942.5256 Skype: learnitalianmilan - email: [email protected] Rome Piazza dell’Orologio 7 IT - 00186, Roma, Italy Telephone: (+39) 06-688.925.13 - Fax: (+39) 06-682.190.84 Skype: learnitalianrome - email: [email protected] Siena Via del Paradiso, 16 IT - 53100, Siena, Italy Telephone: (+39) 0577-249097 - Fax: (+39) 057.724.9096 Skype: learnitaliansiena - email: [email protected] http://www.scuolaleonardo.com/Italian-language-special-courses/Italianlanguage-corso-insegnanti.html Torre di Babele Via Cosenza 7, 00161 Roma – Italia Phone no: +39 06 4425.2578 - +39 06 4425.2491 Fax: +39 06 4425.1972 e-mail [email protected] http://www.torredibabele.com/ http://www.torredibabele.com/en/Teacher_Training_and_Refresher_Courses/Corsi_di_aggiornamento.html Università per Stranieri di Perugia Piazza Fortebraccio 4, 06123 Perugia Centralino +39 075 5746 1 https://www.unistrapg.it/didattica/corsi-di-aggiornamento-insegnanti-diitaliano-l2 Segreteria del PLIDA Piazza Firenze, 27 00186 ROMA [email protected] http://www.plida.it Tel: (+39) 06 6873787 - Fax: (+39) 06 92932015 http://www.plida.it/plida/formazione/corso-di-aggiornamento-per-docentil2.html 20 EduLingua Via E. Mattei, 33 - 62022 Castelraimondo (MC) ITALIA Tel. e fax: 0737642308 e-mail: [email protected] http://www.edulingua.it/it/lalinguaitaliana/67 Dante Alighieri, Siena Italian language school Via Tommaso Pendola, 37 53100 Siena (ITALY) Phone: (+39) 0577 49533 Fax: (+39) 0577 270646 http://www.dantealighieri.com http://www.dantealighieri.com/formazione_insegnanti.php Istituto Linguistico Mediterraneo Via Cesare Battisti, 3 - C.P. 209 - 56125 Pisa - (Italy) Fax +39 050 48157 - [email protected] http://www.ilm.it/en/corso-formazione-insegnanti.shtml Lingua Ideale via Saffi,42 61029 Urbino, PU Italy e-mail: [email protected] http://www.linguaideale.it/index.php?option=com_content&view=article&i d=97&Itemid=200&lang=it Università del Salento Via Vito Carluccio, 2 - 73100 Lecce telefono: +39 0832.295413/12 fax:+39 0832.247531 e-mail: [email protected] https://www.italianoperstranieri.unisalento.it/corsi_aggiornamento La Lingua La Vita Via Mazzini, 18 06059 Todi (PG) Italy http://www.lalingualavita.com/it/i-corsi/corsi-di-formazione-per-insegnanti-di-italiano-l2.html Università per Stranieri di Perugia Piazza Fortebraccio 4, 06123 Perugia Tel +39 075 5746 1 https://www.unistrapg.it/ateneo https://www.unistrapg.it/didattica/corsi-di-aggiornamento-insegnanti-diitaliano-l2 Università Ca’ Foscari Dorsoduro 3246 - 30123 Venezia http://www.unive.it http://www.unive.it/nqcontent.cfm?a_id=163831 Lunga vita ai programmi di lingua italiana nella provincia dell’Ontario! by Olga Rubino 16 21 Actividades interactivas para su clase de español En búsqueda del objeto misterioso: En esta actividad los estudiantes practican los mandatos. Los estudiantes esconden un objeto en alguna parte de la escuela. Después escriben un mínimo 10 instrucciones (una instrucción por tira de papel) de cómo llegar al lugar del objeto escondido. Cada tira tiene que tener un número con la instrucción para que los estudiantes puedan seguir la secuencia de instrucciones. El primer grupo que encuentre y traiga a la clase el objeto escondido, gana. Scavenger Hunt en Internet: Los estudiantes se dividen en parejas. El profesor crea una serie de preguntas a que los estudiantes tienen que responder. Los estudiantes utilizan el Internet para buscar la información. El enfoque de las preguntas puede ser cultural o basarse en específicos sobre vocabulario, frases o estructuras que los estudiantes están aprendiendo en la clase. Creación de un juego para facilitar la comunicación oral entre los estudiantes: Se dividen los estudiantes en grupos de cuatro. Cada grupo se hace responsable de crear un juego que dure no menos de cinco minutos. Esto se puede hacer con vocabulario/estructuras gramaticales que los estudiantes acaban de aprender o con diálogos. El propósito de la actividad es que los estudiantes se mueven de grupo en grupo para jugar a los juegos que los otros grupos crearon. Un estudiante de cada grupo siempre tiene que regresar a su grupo original para explicar el juego al grupo que llega. Los grupos van rotando contra el reloj hasta llegar a jugar todos los juegos creados. Ejemplos de juegos que los estudiantes pueden crear: Charades, Jeopardy, ¿Quién quiere ser millonario?, Pictionary, Snakes and Ladders, Put Together A Dialogue, etc. Esta actividad se puede hacer como repaso del material aprendido en clase o como una actividad comunicativa. Tira cómica (Cómic): En esta actividad los estudiantes crean su propia tira cómica (cómic) después de explorar varias tiras cómicas latinoamericanas como por ejemplo Mafalda. Tienen la opción de crear la tira cómica utilizando ComicLife o Bitstrips. Para practicar antes de crear sus tiras cómicas, el profesor les muestra un episodio de un programa de televisión, (por ejemplo) La pantera rosa: http://www.educadores.diaadia.pr.gov.br/modules/debaser/singlefile.php?id=21463 Después de mirar el episodio, usando una hoja de papel de gran formato los estudiantes tienen que contar lo que pasa en el episodio en forma de imágenes acompañadas de una frase para explicar cada imagen. En vez de La pantera rosa, el profesor puede mostrar un episodio de Pocoyo en YouTube, ya que el nivel del lenguaje es fácil. Muestra y cuenta: En esta actividad cada estudiante trae a la clase un objeto de su infancia y explica a la clase el significado del objeto. Puede ser un vestido, un zapato, un juguete, una foto, etc. En esta actividad los estudiantes tienen que hablar de forma espontanea y utilizar el imperfecto. Una imagen: Primero, se forman grupos de cuatro. Cada grupo recibe en el centro de la mesa una hoja con preguntas. Los estudiantes se familiarizan con las preguntas. Luego el profesor busca una imagen en Google, muestra la imagen a la clase utilizando el Internet y el proyector LCD. En grupos de cuatro, los estudiantes llevan una conversación guiada por las preguntas que tienen en la mesa sobre la imagen. Esta actividad se puede hacer al principio de cada clase para facilitar la comunicación oral espontanea así como practicar el vocabulario y estructuras que los estudiantes aprenden en la clase, ya que se puede mostrar imágenes que representen temas diferentes. (P.S. Don’t speak Spanish? Ask a friend to translate these activities into English: they work very well with many levels of Core, Extended, and Immersion French, as well as other International Languages!) By: Deilyn Campanotti 22 Celebrate the European Day of Languages at your school! As an initiative of the Council of Europe, every year since 2001, the European Day of Languages is celebrated on September 26. This occasion is celebrated not only in Europe, but throughout the world. The European Day of Languages represents the Council of Europe’s philosophy that “linguistic diversity is a tool for achieving greater intercultural understanding”. The Council of Europe nominated for each country national coordinators to support schools to organize their own European Day of Languages activities on September 26. If your school or your class would like to prepare an activity and is looking for ideas and to order please contact [email protected], EDL National Coordinator for Canada. support materials, Check out the Ontario schools’ EDL 2013 activities in the “EDL in Canada” section of www.europeandayoflanguages.ca. 23 Branchez-vous FSL: Technology and the CEFR It is exciting to hear about the ways in which French teachersacross the province use technology in their various schools, in both the elementary and secondary panels, to support FSL teaching with a focus on the CEFR. Listed below, for your reference, are a few of theprograms and free websites which promote cultural interaction and authentic oral communication in the French language class. Among the free websites listed below, BBC (Ma France and Languages-French) provides a wealth of material that is available for your FSL Core, Extended and Immersion classes. These interactive video lessons, about France and French language and culture,create authentic communicative learning experiences for the second language learner. You will also find information about French countries, current events through television and radio broadcasts, newspaper and magazinearticles, and interviews which represent French around the world. Students can listen to different French accents and learn about French slang, idiomatic expressions and vocabulary. Crosswords, games, worksheets, quizzes and tests are also available on this website. Many of the activities promote oral interaction within authentic contexts. I encourage you to check the various links, to surf through the websitesand to explore the many supportive tools that are at your fingertips! Bonne navigation ! BBC Ma France: free interactive video lessons and activities to learn French language/culture http://www.bbc.co.uk/languages/french/mafrance/ flash/# http://www.bbc.co.uk/languages/french/ http://www.bbc.co.uk/languages/french/news/crossword/flash/ Bitstrips: create your own comic characters and comic strip (also licensed by OSAPAC) http://www.bitstripsforschools.com/ Booksmart: make a custom photo book www.blurb.com/booksmart Duolingo: a free language-learning text translation platform www.duolingo.com Érudit: free website promoting and disseminating published research http://www.erudit.org/en?lang=fr Fakebook: create and post profiles for fictional characters, post comments, follow a plot, etc. http://www.classtools.net/FB/home-page FrancoLab: free website of videos, lessons, quizzes, worksheets, current event articles, etc. http://francolab.tv5.ca/ La radio d’information internationale: http://www1.rfi.fr/lffr/statiques/accueil_apprendre.asp La télé éducative du Canada: émissions et vidéos en français: http://www.tfo.org Government of Canada: Language portal: www.noslangues-ourlanguages.gc.ca Translation bureau: www.btb.termiumplus.gc.ca Liguée: free editorial dictionary and search engine for vocabulary and idiomatic expressions http://www.linguee.com/english-french Memrise: free online courses about vocabulary, language, trivia, etc. http://www.memrise.com/ News in Slow French: learning Frenchonline through interactive oral activities http://www.newsinslowfrench.com/ Super Teacher Tools: custom review games Jeopardy or Who Wants to be a Millionaire? www.superteachertools.net/jeopardyx/ www.superteachertools.com/millionaire/ Voki: create customized speaking characters http://www.voki.com/ By Olga Rubino 24 Resource Reviews Let’s Talk: Lifelong Language Learning by Michael Green, Pamela Marshall Gray, Sonia C. Remigio 2013, CEC Publishing ISBN 978-2-7617-6262-5 “FSL teachers take great pride in what they do. Their whole raison d’être is to see their students blossom as lifelong language learners” and the authors of Let’s Talk, Lifelong Language Learning provide us with authentic, easily accessible tools to support our work in this. The three sections of this valuable book are written by three different authors and are the three topics that FSL teachers often grapple with in their pursuit of engaging, motivating and assessing their students in a rich oral-based interactive learning experience. In the first section: The Role of Assessment: When and How Learning Matters, Pamela Marshall Gray offers clear explanations of the when, why, what and how of assessing our FSL learners in today’s classroom. This section discusses assessment for, as and of learning from suggestions for diagnostics, the importance of quality feedback and how to gather evidence from a variety of sources. Gray suggests ways and means of encouraging student self-evaluation and how we can make learning goals and success criteria relevant and accessible to our students.She also offers a variety of resources that can easily be used as is or adapted for use in our FSL classrooms to help us make assessment meaningful. In the second section: Language Learning Strategies: Motivating the Learner and Encouraging RiskTaking, Michael Green* shows us how we can encourage our learners to become ‘independent, lifelong language learners’ by becoming motivated risk-takers in the FSL classroom and beyond. He outlines research and strategies relevant to language learners and helps us understand how as teachers we can be successful as “facilitator, model, guide and consultant”. Green leads us through social and affective strategies and the importance of incorporating prior knowledge to help us understand and encourage our learners in a holistic fashion. We learn about encouraging metacognition to increase confidence and autonomy in our FSL learners. The resources provided as BLMs from this section are ready for immediate use and are available in PDF or Word for ease of adaptation. They can be used to encourage social interaction, self-reflection, use of prior knowledge and prediction as well as a variety of strategies for becoming a successful independent language learner. Finally, Sonia C. Remigio clearly outlines in the third section – Oral Communication Competence: Speaking Aloud Allowed – how to ensure our students are actively involved in oral interaction in their FSL classrooms. Remigio believes that “the more we talk, the more we learn” and her advice and research are invaluable in helping us reach the goal of having our FSL learners talk and learn in authentic, meaningful ways. Like Green, Remigio demonstrates how and when many of her strategies can be used most effectively during a three part lesson. She includes a good overview of the Gradual Release of Responsibility and how this model and chunking promote independence and success in oral interaction and language learning. Remigio outlines the benefits of teaching and using language-learning strategies and encourages us to help our students develop listening and spontaneous speaking skills. She offers authentic, engaging tasks allowing for frequent practise. We can now all have a classroom that is a “rich environment filled with talk and authentic interactions [which build] a space where students will feel comfortable, engaged and motivated to learn the language.” This book has been favourably reviewed and many ideas put into practice already in our board through collaborative inquiries and independent teacher practice and we are appreciative of such an easy-to-use, relevant and current new resource! * Disclaimer: Michael Green is also a member of the OMLTA/AOPLV Board of Directors, and we congratulate him on his success with this resource. by Laura Dursley 25 ` A la prochaine! Contact us: OMLTA/AOPLV 55 Northfield Drive East, Suite 246 Waterloo, ON N2K 3T6 Phone: (519) 763-2099 Website: www.omlta.org Email: [email protected] Facebook: www.facebook.com/OMLTA Twitter: www.twitter.com/OMLTA We welcome your contributions, comments, feedback, and ideas. Be a part of Communication! Email the Editor directly: [email protected] Save the date! OMLTA Fall Conference 2014 Friday, October 17 to Saturday, October 18, 2014, Galt Collegiate Institute - Cambridge, ON Workshop proposals will be accepted starting in April-May. Come and be a part of it! Newsletter designed by: Design Ascend Scotland www.designascend.com Save The Date...Part Two! OMLTA Spring Conference 2015: We’re heading to Niagara Falls! March 26-28, 2015 The 2015 OMLTA Spring Conference is sure to be a truly memorable occasion. For the first time ever, the event will be a co-production between the OMLTA/AOPLV, the Canadian Association of Second Language Teachers (CASLT), and the Fédération Internationale des Professeurs de Langues Vivantes (FIPLV). In order to accommodate around 1,200 delegates coming not only from all over Ontario, but also from the rest of Canada, the USA and even from Europe, we will be temporarily relocating to the Sheraton on the Falls Hotel and Conference Centre in the spectacular heart of Niagara Falls. The conference will be titled “World Congress of Modern Languages: Collaborating across Languages and Borders” and will take place on March 26-28, 2015. This will be a unique opportunity to meet like-minded second language educators, and to network and share innovative teaching and learning strategies and practices. We will learn about new technologies, discuss emerging research, examine important resources, and explore trends and issues surrounding language education and cultural diversity. The following themes provide some examples of areas that will be explored at this conference: • Approaches to Language Teaching, Assessment, and Evaluation; • The Common European Framework of Reference (CEFR) – pedagogies, resources, impact on curricula (international, national, provincial, local); • Language and Culture – plurilingualism, cultural diversity, and cross-cultural communication; • Teacher Collaboration to Improve Student Success; • Metacognition and Learner Autonomy; • Student Motivation and Engagement; • Technology and Social Media within and across Borders; • Language Education and Languages of Education – official languages, Indigenous languages, second languages, modern / foreign languages, heritage languages, immigrant languages. We invite language educators and other professionals from across Canada and abroad to submit 100 word proposals by May 1, 2014. We encourage proposals that address, but are not restricted to, any of the sample themes listed above, or combinations thereof. We will particularly welcome original contributions that explore aspects of second language pedagogy in comparative, multidisciplinary, and interdisciplinary perspectives, and/or presentations that bring forward innovations and advancements in the field of language education. Workshop proposals are now being accepted. To submit a proposal, please go to: https://caslt.membershare.ca/event/en/31/46 Au plaisir de vous voir à Cambridge et à Niagara Falls ! ¡Nos vemos en Cambridge y en Niagara Falls! Bis bald in Cambridge und in Niagara Falls! See you there! 26