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Transcript of Core French
is part of what it means
to be Canadian... Right? * Money Globalization = Commodification of Language (Heller 2008, 2002, 2000) But what kind of jobs? ... and should we? A Rationale for Core French education in Canada Declining Enrolment Unmotivated students Under-qualified Teachers Saving Core French Student Profile Increase Competence
"The European Profile for Language TeacherEducation (Kelly & Grenfell, 2004) is suggested as a possible model for developing the following:
a shared understanding and common terminology concerning FSL teacher skills, knowledge, and qualifi cations;
FSL teacher qualifi cations that permit greater teacher mobility across Canada;
a summary of effective practices for institutions and organizations offering initial and continuing language teacher-education programs;
a self-assessment tool for FSL teachers and candidates enrolled in initial teacher-education programs; and
a tool that will allow school districts to evaluate and enhance their current practices designed to support FSL teachers."
(Salvatori, 2009) *How does this reasoning measure up under a critical multiculturism and education lense? The threat of Quebec seperatism Image Source: CBC.ca (May, 2009) Image Source: CC www.flickr.com/photos/zack-attack/399240900/ Ministry of Education Required Areas of Studies in an Educational Progam Order
Authority: School Act: Section 168 (2) (a)
Students must be offered "a second language" “Students in BC must study a second language from grades five through eight; most often, French is the language of choice.” (Barzilay, 2009, p7) But how much choice do they have? The confusing "option" of Grade 8 FSL Teacher training at UBC makes it hard to take a Second Language Methodology course versus SFU's support of the Explore program
"In a province-wide survey of 800 teachers that Carr conducted in 2007, only 20 percent of elementary and middle years educators teaching core French reported “ease in conversing or reading” in French." (Barzilay, 2009, p 7)
Wendy Carr: since 2005 “almost no new core French teachers with specialized preparation entered the profession.” (Barzilay, 2009, p7)
TC magazine got a lot of attention when it posed the questions: "Should fluency in French be required of elementary and middle school teachers?" in it's Winter 2009 issue.
"Indeed, statistics show that students tend to drop out of core French as soon
as it is no longer a requirement after grade eight. Research published by
the advocacy organization Canadian Parents for French (CPF) shows that
only one in ten BC students who begin core French in grade five continue to
study the language through grade 12. There are many reasons why students
don’t take French throughout their school career; one reason, according to
CPF, is the quality of instruction in terms of methodology and competence."
(Barzilay, 2009, p8) Personal Experience As a student in Core French: high marks/ low results = Frustration
As a teacher of FSL: Struggle and strive with personal competence
Life long learning and questioning
Common European Framework of Reference for Languages
Drama in Education (Bournot-Trites, 2007, Wager, 2009) Teacher Profile From a critical multiculturalism in education perspective, should we save Core French? Works Referenced Barzilay, R. (2009, Winter). Core strengthening: should fluency in french be required of elementary and middle school teachers?. TC: The Official Magazine of the BC College of Teachers, 7-10.
Barzilay, R. (2010, Spring). Core french article prompts widespread discussion and debate. TC: The Official Magazine of the BC College of Teachers, 22-24.
Bournot-Trites, Monique, George Belliveau, Jérémie Séror, Valia Spiliotopoulos. (2007). The role of drama on cultural sensitivity, motivation and literacy in a second language context, Learning through the Arts Research Journal, 3.1. http://repositories.cdlib.org/clta/lta/vol3/iss1/art9
BC Ministry of Education, Governance and Legislation Branch. (2009). Required areas of study in an educational program ministerial order 295-95, bc manual of school law, E-89- E-92.
Carr, W. (2007). Teaching Core French in British Columbia: Teacher’s Perspectives. Vancouver, BC: BCATML/BCTF. www.bcatml.org/CFinBC2007.pdf.
Heller, M. (2000). Bilingualism and identity in the post-modern world. Estudios de Sociolinguistica, 1(2), Retrieved from http://www.sociolinguistica.uvigo.es/revista.asp#texto2
Heller, M. (2008). Competència entre ideologies lingüístiques. Proceedings of the Càtedra de multilingüísme - linguamón., http://www.youtube.com/watch?v=KElfKtFHz7g
Heller, M. (2002). Globalization and the commodification of bilingualism in Canada. In D. Block and D. Cameron (Eds.), Globalization and language teaching (pp. 47-63). London: Routledge.
Lapkin, S, MacFarlane, A, & Vandergrift, L. Department of Canadian Heritage, Canadian Association of Second Language Teachers, Canadian Teachers Federation, Canadian Association of Immersion Teachers. (2006). Teaching french as a second language in canada: teachers' perspectives. Ottawa: National Printers.
May, S. (2009). Critical multiculturalism and education. In J. Banks (ed.) Routledge International Companion to Multicultural Education (pp. 33-48). New York: Routledge.
Salvatori, M, & MacFarlane, A. Department of Canadian Heritage, Canadian Association of Second Language Teachers. (2009). Profiles and pathways: supports for developing fsl teachers' pedagogical, linguistic, and cultural competencies. Ottawa: Cielo Printing.
Starowicz, M. (2000). Battle for a continent [Television series episode]. In (Executive producer), Canada a people's history. Toronto: CBC.
Starowicz, M. (2000). Years of hope and anger [Television series episode]. In (Executive producer), Canada a people's history. Toronto: CBC.
Wager, Amanda, George Belliveau, Graham Lea and Jaime Beck. (2009). Exploring Drama as an Additional Language through research-based theatre. International Journal for Drama and Theatre in Foreign and Second Language Education, 3(2). http://publish.ucc.ie/scenario/2009/02/wagerbelliveau/04/en