Engagement or despondence? Ontario Core French Teachers ...

Engagement or despondence? Ontario Core French Teachers ...

Engagement or despondence? Ontario Core French Teachers Perceptions of, and Experiences with, the The Ontario Curriculum: French as a Second Language: Core, Grades 48; Extended, Grades 48; Immersion, Grades 18, 2013 OMLTA Fall Conference October 3rd, 2015 Presenters: Lucie Brun del Re & Rochelle Gour Notre Introduction Les buts de la prsentation Prsenter ltude du

nouveau curriculum (les expriences des participants, les ressources) Rflchir aux stratgies pour rduire l`attrition (organigramme) The curriculum is a race to be run, a series of obstacles or hurdles (subjects) to be passed (Marsh, 2009, p. 3) D`aprs vous, y a-t-il un dilemme? Comment vous orienteriez-vous envers les nouveaux curricula?

Rochelles Study (January-April 2015) Conducted a qualitative-based, explorative case study Investigated curriculum perceptions and experiences Solicited 4 Ontario Core-French middle-school teachers Implemented an online questionnaire, 2 interviews, and a focus group Transcribed data was organized into recurring themes The Research Questions 1. How do four Ontario middle-school Core French teachers understand and perceive the revised Ontario Elementary FSL Curriculum (Ontario Ministry of

Education, 2013)? comparing the older (1998 & 1999)FSL curricula with the newer versions identifying their curriculum perceptions (strengths, weaknesses)to increase student engagement in learning FSL 2. How do these teachers operationalize the new curriculum in their daily practice? Guiding Conceptual Framework Nested Pedagogical Orientations Adapted from Cummins et al. (2007, p. 45) Transformative Orientation

Social Constructivist Orientation Transmission Orientation Critical literacy is defined as, the ability to read between the lines rather than just skim over the surface structure of texts (p. 39). Curriculum Orientation and Implementation educators not only make pedagogical choices but

they also make identity choices with respect to where they position themselves in relation to the power structure of the society (p. 42). A Summary of the Nested Pedagogical Orientations Transmission Orientation Orientation Orientation Summary Teachers Application of the Orientation (in my

interpretation) Transmission * Otherwise known as traditional pedagogical orientation (p. 38) -the narrowest focus (p. 38) -Tends to adhere to the program material and curriculum objectives mainly in linear fashion -The goal is to transmit information and

skills articulated in the curriculum directly to students (p. 44) -Sticking to the textbook -May consider teacher reflection timeconsuming A Summary of the Nested Pedagogical Orientations Social Constructivist Orientation Orientation Orientation Summary Teachers Application of the Orientation

Social Constructivist -May have a greater sense of exploration (Wink, 2011). -Experimenting with various curriculum resources while still adhering to older curriculum resources/techniques -Conceives the curriculum in a broader manner to include the development among students of higher-order thinking abilities based on teachers and students coconstructing knowledge and

understanding (p. 44). -May not necessarily support students to think critically about social inequities (Cummins & Davison, 2007). -Understanding that a shift is necessary to be able to implement the new curriculum -Might also want to become a member of a community of reflective practitioners to discuss the implementation of the new curriculum in their CF middleschool teaching context.

A Summary of the Nested Pedagogical Orientations Transformative Orientation Orientation Orientation Summary Teachers Application of the Orientation Transformative -It has a broadened focus [] emphasizing the relevance not only of transmitting the curriculum and constructing knowledge but also of enabling students to gain insight into

how knowledge intersects with power [] to promote critical literacy among students (p. 45). -Spirals the curriculum expectations to ensure consistent review of content (Nation & Macalister, 2010). -By collaborating and identifying gaps in the lessons, the teacher is making ongoing adjustments to the planning process (Zeichner & Liston, 1996) so that he or she is more likely to be successful in operationalizing the curriculum objectives.

-Incorporates critically-based curriculum materials . -Draws on his or her pedagogical content knowledge (Richards, 2012) by selecting appropriate materials and activities and differentiating these materials and their presentation for each student. -Has a positive attitude to modifying his/her planning, as he or she expects challenges during the implementation phase of a new curriculum Considerations Impacting the Teachers Dominant Pedagogical Orientation

Curriculum resources Course load (i.e. 3 different sections, panels, etc.) Time to implement the new curriculum Human support Personality of the teacher Location of the teaching context Other considerations??? Comment vous envisagez-vous ? Avec quelle orientation vous percevez-vous? Comment promouvoir le franais dans les cours et dans dautres contextes? Comment engager nos lves demeurer dans le

programme? La formule magique: aimer et apprendre le franais Successful Curriculum implementation Promoting French Students Loving and Learning French

(reduction in student attrition) Lattrition? # dtudiants For the purposes of our presentation, we view student attrition as students who lose -- or choose to lose -- the L2 in their L1 context (Weltens, 1987).

Successful Curriculum Perception Initial and Ongoing Teacher Willingness to Learn (i.e., teacher-led research) Initial and Ongoing Teacher Excitement Teacher Perceptions of the Revised Curriculum Adequate Preparation Time (i.e. Teacher reflection)

Support Team (i.e., school colleagues, principal, board-level support) Successful Curriculum Implementation Activit de la prsentation: Comment rduire lattrition? References 2Learn.ca. (1997-2015). Bienvenue pourapprendre.ca de la socit dducation 2Learn.ca. Retrieved from http://pourapprendre.ca/ Blackmon, T. (n.d.). LanguageGuide.org- French. Retrieved from http://www.languageguide.org/french/vocabulary/ Collinson, J., Macrae, L., Clarke, K., DElia, N., Turingia, N., Vanderheyden, B., Turcotte, N. (2015). Cest Parti!

1. Retrieved from: http://www.editionscec.com/en/cest-parti-37537.html Les Editions CEC Council of Europe. (2001). Common European Framework of References: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press. Crickweb. (2003-2015). Crickweb- free online education resources & games. Retrieved from http://www.crickweb.co.uk/ Cummins, J., Brown, K., & Sayers, D. (2007). Literacy, Technology and Diversity: Teaching for Success in Changing Times. Boston, Pearson Education. Cummins, J. & Davison, C. (2007). International Handbook of English Language Teaching. Springer, US. Didier. (n.d.). BRAVO! Retrieved from http://www.didierbravo.com/ DiFelice, S., Mc Cann, C, & Turcotte, M. (2015). Boomerang 1. Les Editions CEC. Retrieved from http://www.editionscec.com/en/teachers/elementary/boomerang.html Facebook. (2015). Ontario core French Teachers Community. Retrieved from https://www.facebook.com/ontariocorefrenchteachers International Baccalaureate Organization (2005-2015). Why the IB is different. Retrieved from

http://www.ibo.org/en/benefits/why-the-ib-is-different/ IXL Learning. (2015). Quia where learning takes you. Retrieved from http://www.quia.com/ Les petites histoires. (2013-2014). L'inspecteur Lafouine : La couronne des Ducs de la Bodinire. Retrieved from http://www.lespetiteshistoires.fr/les-petites- enigmes/linspecteur-lafouine -la-couronnedes-ducs-de-la-bodiniereMarsh, C.J. (2009). Key concepts for understanding curriculum New York, NY: Routledge. Milan Presse. (2015). Lactualit hauteur denfants! Retrieved from http://1jour1actu.com/ Multilingual Books. (n.d.). Downloads, Childrens, Sign Language. Retrieved from http://multilingualbooks.com/ Nation, I.S.P. & Macalister, J. (2010). Language curriculum design. New York, NY: Routledge. Official Site of tienne & DJ DELF. (2015). Official Site of tienne & DJ DELF. Retrieved from http://djdelf.com/ Ontario Ministry of Education. (2013). The Ontario Curriculum: French as a second language: Core French, extended French, French immersion. Toronto, ON: Queens Printer for Ontario.

Pearson Canada Inc. (2015a). Echos Pro and Echos. Retrieved from http://www.pearsoncanadaschool.com/index.cfm?locator=PS1uA9&PMDbSiteId=2621&PMDbSolutionId =25862&PMDbSubSolutionId=&PMDbCategoryId=25877&PMDbSubCategoryId=26084&PMDbSubjectAr eaId=&PMDbProgramId=90141 Pearson Canada Inc. (2015b). On y va! Retrieved from http://www.pearsoncanadaschool.com/index.cfm?locator=PS1zR8&PMDbSiteId=2621&PMDbSolutionId =25862&PMDbSubSolutionId=&PMDbCategoryId=25877&PMDbSubCategoryId=26084&PMDbSubjectAr eaId=&PMDbProgramId=47163 Pinterest. (2015). Whats Pinterest? Retrieved from https://about.pinterest.com/en-gb QRStuff. (2014). QR Stuff.com Get your QR codes out there! Retrieved from http://www.qrstuff.com/ Radio-Canada.ca. (2015). Zone jeunesse. Retrieved from http://ici.radio-canada.ca/Jeunesse/ Rainbow District School Board. (2011). Welcome to the French as a Second Language (FSL) Homework Toolbox/Trousse pour les devoirs website! Retrieved from http://fslhomeworktoolbox.ca/ Renaud. (n.d.) French as a Second Language Activities with M. Renaud. Retrieved from http://fslactivities.ca/ Richards, J.C. (2012). Competence and performance in language teaching. In Burns, A. & Richards, J.C., The

Cambridge guide to pedagogy and practice in second language teaching (pp. 46- 56). Cambridge, UK: Cambridge University Press. UpToTen. (1999-2015). UpToTen. Retrieved from http://uptoten.com/ Weltens, B. (1987). The attrition of foreign-language skills: a literature review. Applied Linguistics 8, 22-36. Wink, J. (2011). Critical pedagogy: Notes from the real world. Upper Saddle River, N.J: Pearson. Yabla Inc. (2015). The Authentic Way to Study French. Retrieved from https://french.yabla.com/ You Tube, LLC. (2015). You Tube.ca Retrieved from https://www.youtube.com/ Zeichner, K.M. & Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum.

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