Communication – Winter-Spring 2014



Communication – Winter-Spring 2014
2014 issue
Join us at th
ince for
your co
t the new
FSL Curriculum!
than ever!
Québec 2014
- Projet à
for Italian
ano! O
- Viva l’itali guage lovers alike
teachers and
mmer Bursaries in
- App
Spain and France!
- 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
The OMLTA/AOPLV is committed to:
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:
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
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
Nicole Czaja
Rainbow DSB
Laura Dursley
Trillium Lakelands DSB
Jayne Evans
Niagara Catholic DSB
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
(Editor, Communication)
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 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
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)
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siè entu
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S av
Conferenc e
da prin
th è
Lan Languages 2.0: Teac ans l
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
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 since 2004.
Registration will open in the new year at!
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.
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.
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 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
For more information, please email: [email protected]
March 22, 2014
Four Points Sheraton
1150 Wellington Road South,
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
3722 Fairway Road
Innisfil (Barrie)
April 22, 2014
Projet à Québec 2014
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.
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];
• 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
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 :
• 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]
in Action
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
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
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’
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
Classroom Practices
A new resource available to FSL
Teachers at
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.
The video series includes the following
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
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
11. Teacher Moderation/
L’harmonisation au service de
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
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
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
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
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
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!
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.
•Have Geography students annotate
a map to show tectonic plates or a
photo to identify topographical
•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 :
Source :
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
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.
•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 :
Pour voir les photos :
Padlet (
by Rebecca Grimes
Popplet (
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://tctechcrunch2011.
Apple Mobile Devices –
Accents and French
•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
• 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 :
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
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
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
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
home are worthwhile for ideas and
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
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
Judges’ registration is available on our web site at
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.
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.
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! / 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.
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
Thursday, May 8
Glendon College, Toronto
Open to all students of Spanish at all
levels, including hispanohablantes.
Cash prizes will be awarded.
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:
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
Bursaries available for Teachers of Italian
(Siena, Perugia, Rome)
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
Centro Scuola e Cultura Italiana
Italian films
L’Altra Italia, Associazione Culturale
Italian Canadian Contemporary Film Festival
June 12 – 20, 2014
Italian Cinema Under the Stars - Cinema Sotto le
July 28, 2014
Italian Consulate
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”
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.
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:
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”.
Further opportunities abound!
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:
ITALIAN LANGUAGE SCHOOL “Scuola Leonardo da Vinci”
Via Bufalini 3 IT - 50122, Florence, Italy
Telephone: (+39) 055-261.181 - Fax: (+39) 055-294.820
Skype: learnitalianflorence - email: [email protected]
Via Darwin 20 IT - 20143, Milan, Italy
Telephone: (+39) 02-8324.1002 - Fax: (+39) 02-8942.5256
Skype: learnitalianmilan - email: [email protected]
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]
Via del Paradiso, 16 IT - 53100, Siena, Italy
Telephone: (+39) 0577-249097 - Fax: (+39) 057.724.9096
Skype: learnitaliansiena - email: [email protected]
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]
Università per Stranieri di Perugia
Piazza Fortebraccio 4, 06123 Perugia
Centralino +39 075 5746 1
Segreteria del PLIDA
Piazza Firenze, 27
00186 ROMA
[email protected]
Tel: (+39) 06 6873787 - Fax: (+39) 06 92932015
Via E. Mattei, 33 - 62022 Castelraimondo (MC) ITALIA
Tel. e fax: 0737642308
e-mail: [email protected]
Dante Alighieri, Siena
Italian language school
Via Tommaso Pendola, 37
53100 Siena (ITALY)
Phone: (+39) 0577 49533
Fax: (+39) 0577 270646
Istituto Linguistico Mediterraneo
Via Cesare Battisti, 3 - C.P. 209 - 56125 Pisa - (Italy) Fax +39 050 48157 - [email protected]
Lingua Ideale
via Saffi,42
61029 Urbino, PU
e-mail: [email protected]
Università del Salento
Via Vito Carluccio, 2 - 73100 Lecce
telefono: +39 0832.295413/12
fax:+39 0832.247531
e-mail: [email protected]
La Lingua La Vita
Via Mazzini, 18
06059 Todi (PG) Italy
Università per Stranieri di Perugia
Piazza Fortebraccio 4, 06123 Perugia
Tel +39 075 5746 1
Università Ca’ Foscari
Dorsoduro 3246 - 30123 Venezia
Lunga vita ai programmi di lingua italiana nella
provincia dell’Ontario!
by Olga Rubino
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
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:
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
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
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
create your own comic characters and comic strip
(also licensed by OSAPAC)
make a custom photo book
a free language-learning text translation platform
free website promoting and disseminating published research
create and post profiles for fictional characters, post
comments, follow a plot, etc.
free website of videos, lessons, quizzes, worksheets, current event articles, etc.
La radio d’information internationale:
La télé éducative du Canada: émissions et
vidéos en français:
Government of Canada:
Language portal:
Translation bureau:
free editorial dictionary and search engine for vocabulary
and idiomatic expressions
free online courses about vocabulary, language,
trivia, etc.
News in Slow French: learning Frenchonline
through interactive oral activities
Super Teacher Tools:
custom review games Jeopardy or Who Wants to be a
create customized speaking characters
By Olga Rubino
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
by Laura Dursley
A la prochaine!
Contact us:
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Phone: (519) 763-2099
Email: [email protected]
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
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:
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!