Area V French Immersion as an Alternative Program Choice Chinook - PowerPoint PPT Presentation

Area V French Immersion as an Alternative Program Choice Chinook Park | Sam Livingston | Sundance Thursday, January 5, 2017 @ Sundance School 200 Sunmills Dr. S.E. Calgary AB T2X 2N9 (click on the link below for a map to Sundance) 6:30 – 8:00 pm MAP https://www.google.com/maps/place/200+Sunmills+Dr+SE,+Calgary,+AB+T2X+2N9,+Canada/@50.9001 71,-114.04713,15z/data=!4m5!3m4!1s0x53717671c3c5b687:0x271e1f60cb873ba4!8m2!3d50.900202!4d- 114.046155?hl=en

Agenda Introductions Alternative Programs in CBE Why Choose the French Immersion Program for your child? Classroom Visits Question Period 2

Introductions and Welcome Lucie Bouchard and Sophie Pr évost , Kindergarten Teachers Jessica Heath & Lori James, Grade 1 Teachers Julie Wong & Tracey Garland, Grade 2 Teachers Tracy Evans, Learning Leader and Grade 3 Teacher Aliki Avdicos, Principal / Dawn Poole A.P.: Chinook Park School Jerry Pedron, Principal / Christine Chrumka A.P.: Sundance School Susan Wright, Principal / Susan Westgate A.P.: Sam Livingston School 3

Alternative Program Calgary Board of Education Alternative Programs The Calgary Board of Education (CBE) values equity, excellence, access, and choice. In order to personalize student learning, the CBE offers alternative programs that are based on:  cultural emphasis  subject matter  teaching and learning methodology  language of instruction – ie. French Immersion 4

French Immersion Alternative Program Statement of Principle Calgary Board of Education students have equitable access to quality, sustainable French Immersion programs from K-12 Key Characteristics : French Immersion is an alternative program that :  follows Alberta Education Programs of Study  is offered to students whose first language is not French  requires little or no knowledge of French for students beginning the program and has instructional strategies and materials designed with this in mind  includes a strong English language program component from Grades 3 to 12  provides students the opportunity to learn in Canada ’ s two official languages  offers instruction in French with a focus on oral communication  embeds French language and culture learning in classroom and school routines and interactions 5

Why choose French Immersion as an Alternate Program?

More Brain Research The latest research on language acquisition reveals that:  learning a second language not only benefits students by enhancing their job prospects, travel experiences and cross-cultural skills but also improves their cognitive abilities, resulting in improved grades in their first language and mathematics.  brain stimulation that occurs when learning a second language increases divergent thinking, memory ability, and attention span.  children are capable of learning more than one language and even of learning multiple languages at the same time.  learning a second language makes it easier to learn additional languages as the brain’s sophistication for language learning grows. Benefits of a Bilingual Brain Source: Alberta Leads the Way in Second Languages , By Kathryn Speck 7

Key Characteristics French Immersion is an alternative program that:  engages the students in higher level thinking, challenging them to problem solve, to think critically, creatively, and innovatively, to evaluate, and to make important decisions  involves students in learning experiences and opportunities that positively impact their personal development, character and citizenship in their schools, city, country, and world  helps students better understand the history, development and politics of Canada  broadens students ’ cultural life through access to literature, art, music and theatre in another language  enhances and encourages the joy of lifelong learning 8

Key outcomes for the French Immersion Program Students who are successful through to Grade 12 will:  become functionally fluent in French – they will be capable of using a language easily and accurately  have increased success in the English Language Arts  have opportunities for recognition for having developed functional fluency in French. These include:  CBE certificate: Students qualify for a Certificat de compétences en immersion française on completion of Grade 12  International diploma: Diplôme d ’ études en langue française (DELF) which lead to:  opportunities for advanced placement in post-secondary French and access to national and international opportunities  broadened employment opportunities where French is the language of work  opportunities to participate easily and willingly in French for both personal and professional needs  a greater understanding of, and appreciation for, international languages and cultures 9

Elements of culture are embedded in the program and are:  integral to language acquisition and to learning in all subjects taught in French.  experienced through authentic learning.  visually evident in the school.  established through community and global connections that provide opportunities for interaction with native French speakers.  understood through teacher mediation.  designed to build global awareness and understanding of others as well as respect and tolerance. 10

French Immersion Program Family Profile  French is not the prevalent language of the child ’ s home and community  Parents do not need to know French  Parents encourage a positive attitude toward learning and speaking French  Parents demonstrate commitment to the program  Parents are their children’s first and most important teachers with a lifelong influence  Family values and beliefs are acknowledged  Cultural diversity is valued 11

French Immersion Learner Profile  self-motivated and willing to listen to and speak French as much as possible  willingness to use French language with peers and teachers at all times – is verbal and likes to talk  readily accepts challenges…a risk-taker  resilient learner (able to accept / apply feedback)  shows strengths in first language whatever that language is  non-Francophone 12

Personalization in French Immersion Personalization is a highly intentional and responsive teaching and learning experience that intensely attends to each student ’ s learning so that all students can participate, progress, and achieve. In this learning process staff:  assess students’ achievement and growth and are purposeful in addressing what each child needs to be successful They also support students in:  assessing their own talents and aspirations  planning a pathway toward their own purposes  working cooperatively with others on challenging tasks  maintaining a record of their explorations  demonstrating their learning against clear standards in a wide variety of media and in a variety of ways 13

Supporting Student Success in French Immersion The supports in French Immersion schools are the same as in all CBE schools with many strategies and resources being available at the school, area, and system levels to ensure students are successful academically, socially, and emotionally. These include:  profiling and assessing students in formative ways (recording students, anecdotal records, work samples, discussions as they progress).  using that knowledge to plan authentic, meaningful tasks and account for the needs of different learners and their learning styles.  identifying outcomes in ways that all students understand and use to be independent in their learning.  utilizing second language teaching strategies such as breaking the language into manageable chunks, speaking slowly, using visuals and gestures, encouraging oral proficiency, and explaining only in French.  using small group or one on one instruction and the support of school and education assistants.  accessing area and system specialists, strategists and/or psychologists for additional learning support. 14

Supporting your child in French Immersion Learn together!  Read and speak to them in their first language, these skills will transfer to French.  Show interest in the activities and work they bring home from school and offer praise and encouragement.  Communicate with your child’s teacher – you are both partners in your child’s learning.  Visit the library, check out French books and audio books.  Visit You Tube French Songs for Children and have them playing in the background as your child plays.  Watch DVDs together, with French soundtrack. 15

Your Young Learner and French Immersion

French Immersion Kindergarten and Your Young Learner Entering French Immersion Kindergarten is an exciting time for children. Parents and teachers work together to make the transition from home to school and from English to French as smooth as possible. Your young learner…  has learned in a variety of environments —at home, with extended family, in daycare programs, and in the community.  demonstrates his or her knowledge in many different ways. Your young learner needs…  rich and varied opportunities to explore their environment.  to use language in a variety of ways.  to engage with peers.  to interact with responsive adults at home, in school, and in their communities. 17