Association canadienne des professeurs de langues secondes Canadian - PowerPoint PPT Presentation

Association canadienne des professeurs de langues secondes Canadian Association of Second Language Teachers Association canadienne des professeurs de langues secondes Canadian Association of Second Language Teachers

Bienvenue et introduction Association canadienne des professeurs de langues secondes Canadian Association of Second Language Teachers

Presentions by / Présentations par • Wendy Carr , Director, Teacher Education, UBC, BC (V-P CASLT) • Fiona Cogswell , Agente pédagogique (FI), Ministère de l'Éducation, NB • Charlotte Rouleau , Superintendent, Catholic DSB of Eastern Ontario, ON • Sonya Legresley and Caroline Turnbull , Ministère de l'Éducation, NB • Linda Osborne , Conseillère pédagogique, Ministère de l'Éducation, SK • Pascal St-Laurent , Enseignant-ressource en FI, Ministère de l'Éducation, YK • Élaine Melanson , Spécialiste en FLS, Ministère de l'Éducation, NS • André Charlebois , FSL Consultant, ON • Monica Rafuse , Spécialiste en FLS, Ministère de l'Éducation, PE • Stéphane Lacroix , Professeur, UQAT, QC • Sharon Lonsberry , SL Coordinator, Christ the Redeemer Catholic Schools, AB • Josianne Beaumont , Spécialiste des programmes en français, Ministère de l'Éducation, NU • Carole Bonin , conseillère pédagogique, MN • Gennita Bartlett , Ministère de l'Éducation, NL • Gillian Blackmore , Newfoundland and Labrador English School District

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Wendy Carr, Director, Teacher Education, UBC, BC Intensive French – British Columbia

Intensive French – British Columbia IF – first year program – Gr. 6 – in 12 elementary schools (5 districts). Many, varied configurations for Post-IF in secondary schools.

Highlights Challenges stable programs; excellent teachers; retirement/moves = turnover = new,   strong student learning keen teachers but not enough BC programs or teachers to warrant added one IF class last year in summer institutes; must travel far for  Vancouver; current 2-year evaluation initial formation (including DELF) resource funding has reduced;  energizing some secondary core French drastically in one district  programs (highly teacher-dependent) Post-IF really depends upon secondary  some teachers of other languages school teacher (openness to IF  (Spanish, Punjabi) integrating IF pedagogy) and admin (timetabling pedagogy – oral language, literacy specific course) some localized PD for IF and post-IF  teachers (in Surrey)

Fiona Cogswell, Agente pédagogique, NB Intensive Language Programs in NB

Grade Current # of classes Current enrollment New Brunswick Intensive French Program & Date **Evaluations/Systems ***Achievement (approx.) (approx.) of Implementation Checks Standards Pre-Intensive French (Pre-IF) (2009) 4 190 3136 150 wk/blocked Intensive French (IF) (piloted from 2002- 2007 Oral Interview Oral  5 200 3439 implemented provincially in 2008) Writing assessment Writing  300 hr block & 45 hr block Reading research in Reading – research in Feb 2013 progress Post-Intensive French (MS-PIF) (2009) 200 mins Writing collected in Oral  6 120 3680 wk/blocked spring Writing  Post-Intensive French (MS-PIF) (2010) 200 mins Writing collected 120 2868 wk/blocked In spring 7 Post-Intensive French (MS-PIF) (2011) 200 mins Writing collected Oral  8 120 3335 wk/blocked In spring Writing  Post-Intensive French (HS-PIF) (2012) 90 hr course – Writing collected 9 90 3482 1 sem. In spring Post-Intensive French (HS-PIF) (2013) 90 hr course – Oral proficiency (10 % Oral  10 90 4226 1 sem. of PIF) Writing  Writing collected In spring Post-Intensive French (HS-PIF) 90 hr course – 1 sem. Writing collected 11 40 960 (optional) In spring + * Blended High School Program option (choosing FI courses in gr 11-12) Implementation Sept 2014 Post-Intensive French (HS-PIF) 90 hr course – 1 Oral profiency all FSL Oral  12 12 276 sem.(optional)+ *Blended High school program option students Writing - draft only (choosing FI courses in gr 11-12) Implementation Sept 2015 Notes: *Blended High School Program is for students **Changes to ***will be aligned with 4-12 982 classes * 25,402 with Intermediate proficiency or higher assessment in 2014-5 CEFR

Highlights from New Brunswick Fully implemented from grade 4 through 10; partial implementation in grades  11-12 Extensive teacher training and follow-up PD  Programs supported by Policy (309 & 321) and Administrative Guidelines  Units of instruction for all grade levels  Guides for MS & HS to PCAC for approval 2014  Research to improve practice (writing, oral, reading, school background  information) Documents to support School Reviews (Programs at a Glance, Look-Fors,  indicators) Spring 2014 first cohort of gr 10 students (10%) who have completed the  program (gr 4-10) will do oral proficiency assessment Sharing of pedagogy with First Nations language curriculum writers 

Challenges and Next Steps (NB) Need to improve teacher understanding of oral competency levels  and make connections to classroom practice Sharing of research findings with others  Development of reading component of program; finding suitable  texts is difficult particularly at HS Continuing to improve practice in all skills while implementing  Movement of personnel within system  ------------------------------------------------------- Adapting/aligning achievements standards with CEFR (all grades)  Implementation of student language e-portfolios  Reading research in grade 6 & 10 P-IF  UdL in FSL – roll-out of unit for grade 5  Development of PIF 110 online 

Charlotte Rouleau, Superintendent of School Effectiveness, ON Intensive and Post-Intensive French

Catholic DSB of Eastern Ontario Highlights Intensive French continues to expand since we first began in 2007  Offering of Pre-Intensive French  Oral proficiency results are very positive  FSL teachers in Core and Immersion programs are using the neurolinguistic  approach Summer training open to teachers across Canada and abroad  Japanese Team visit and produce video with one of our Grade 5 IF classes  Cultural opportunities promote authentic experiences for our students  Strategies are directly linked to the CEFR philosophy and action-oriented tasks 

Programs and Challenges Intensive Number Student Post- Number Student French of enrolment Intensive of classes enrolment classes 2013-2014 French 2013-2014 Grade 5 6 168 Grade 6 6 315 Grade 7 6 475 Grade 8 6 628 Grade 9 4 80 Grade 10 2 22 Scheduling: Post-Intensive French Training

Sonya Legresley and Caroline Turnbull, NB Intensive English in Bilingual New Brunswick

Intensive English in Bilingual New Brunswick • Official option in Grade 5 or Grade 6 in northern NB (North West to North East) • French predominant monolingual communities • 30 inclusive classes 2013-2014 – new classes yearly • Curriculum aligned with A1.1, A1.2 and A2.1 of the CEFR • Language Portfolio (year 3) • Explicit instruction of targeted literacy and learning strategies (milieu linguistique minoritaire and provincial focus) • Exploring flexible delivery models to meet the needs of individual schools, combined classes and scheduling

Linda Osborne, Conseillère pédagogique, SK Intensive Language Programs in Saskatchewan

Intensive Language Programs in Saskatchewan In Saskatchewan: Students have several additional language options.  Additional language learning is not mandated so programming depends on the  school division. French Immersion is offered in 18 school divisions and Intensive/Post-Intensive  French in 6. Cree Immersion and Ukrainian Immersion are also offered in the province.  We are currently developing an Intensive Cree model.  Enrolments are increasing in both French programs.  Intensive/Post Intensive French 11-12: 971 students – 12:13: 1151 students – + 15.6% – * 2013-14 numbers are currently being compiled.

CHALLENGES IN SASKATCHEWAN  Lack of qualified teachers (all programs and courses)  There are inconsistencies among SDs relative to time and program offerings.  No increase in funding within new Federal-Provincial Agreement  Difficulty finding resources that meet the needs of differing linguistic clienteles  Lack of post-secondary opportunities offered in the second language in the province

Pascal St-Laurent, Enseignant-ressource en FI, YK ILP Yukon 2014 Highlights