French is a Way of Life! Seamlessly Weaving Culture &

Language in Core French SLIC Conference 2010 , Edmonton

Presented by: Caterina (Bueti) Sotiriadis

CULTUR-OSITÉ - a Bridging Resource Bienvenue!; Workshop Goals Getting to Know Each Other : Brise-glace Asking the big questions: Why Culture? How

Culture? Cultur-osité Levels 1, 2, and 3

Focus on Literacy and Culture Creating a Buzz

What’s Next ? Explor-osité Reflections and Wrap-up

WORKSHOP AGENDA & GOALS

This workshop will:

Focus on learning through the arts using Nelson Cultur-osité “Little Books”

Demonstrate how to apply current literacy practices (GRR, learning strategies, graphic organizers) in FSL

Increase awareness of our cultural and intercultural goals and how they can be assessed

Create excitement around culture as a means to open our students’ minds to this added gift of language learning.

WORKSHOP GOALS

GETTING TO KNOW EACH OTHER

Nelson Education FSL Team & AuthorsDid you know? Modulo/Duval–French Immersionwww.nelson.com/cultur-osite1-800-268-2222

Strategies for Success, French as a Life SkillProfessional learning resources

Nelson Sales Rep and Contact Person in Edmonton: Roger Laycock: roger.laycock@nelson.comCarla Bergmann: carla.bergmann@nelson.com

Et vous?

Teachers expressed dissatisfaction with the representation of Francophone cultures in available teaching materials and said they required support in what to teach and how to teach culture. (Teaching French as a Second Language in Canada: Teachers’

Perspectives Research Report, 2006, CTF, CASLT and ACPI.)

ASKING THE BIG QUESTIONS …“WHY CULTURE? HOW CULTURE?”

Not all FSL teachers live in French or have French as their own personal culture and often lack time to keep abreast of current cultural topics.

New FSL curricula express cultural goals to be addressed and assessed.

New trends emphasize making connections with our students’ cultural backgrounds in our teaching.

ASKING THE BIG QUESTIONS …WHY CULTURE? HOW CULTURE?

WHAT CULTURE…?A general context and way of life.

The behaviours and beliefs of a community of people whose history, geography, institutions, and commonalities are distinct and distinguish them to a greater or lesser degree from other groups.

A part of the fabric of the FSL curriculum rather an independent element. Leblanc, Courtel, and Trecases, 1990

INTRODUCING NELSON CULTUR-OSITÉ

THE CULTURAL & COMMUNICATIVE INTENTS of CULTUR-OSITÉ:

Travelling to discover French Canada, French-speaking countries

Discovering Francophone traditions, traditional & contemporary music, artists

Socializing and sharing cultural inspirations Learning about famous Francophones and cultural

influences on ways of life Communicating & interacting at cultural events

and while exploring regional cultural attractions Discovering people and symbols important to

Francophone communities.

SLIC THEME - Seamlessly Weaving Culture & Language

Cross-curricular links in a variety of Texts &Genres

MusicLa musique qui roule, Level 2

Fictional Graphic Novel

Visual Arts

Minuit au musée, Level 2

Adventure / Informational Fiction

Drama Les échanges des ados, Level 3

Historical Fiction

LA MUSIQUE QUI ROULE

Let’s get ready … Let’s listen to some music …Let’s visualize …

Alors, fermez les yeux et écoutez le rythme. Imaginez, qu’est-ce que vous aimez faire en écoutant ce(s) rythme(s)?

J’aime faire de la danse moderne… J’aime jouer au tennis … J’aime faire de la bicyclette …. J’aime faire de la cuisine italienne …

Et toi, qu’est-ce que tu aimes faire?

J’AIME…J’AIME JOUER… J’AIME FAIRE…

J’aime… J’aime( verbe)… J’aime faire…

Faisons des affiches.

Faisons un sondage.

Utilisons des strategies

GRR and LEARNING STRATEGIES

Suggested Teaching Sequence Preparing for the Text

Focus on oral language development model use of vocabulary and languages structures

Previewing the Text Book walk, model use of learner supports (visuals,

textual, contexts) with think-alouds Reading the Text

Modelling first, second and additional readings Revisiting the Text

Focus on oral language development Shared practice (partner and individual)

Extending the Text (optional) Cross-curricular links Guided and independent practice

PREPARING FOR THE TEXT

Activate prior knowledge using images of artwork to assess art

appreciation

A Quebec Village, 1921, by A.J. Jackson

MINUIT AU MUSÉE

Previewing the Text Book walk… Mini-lesson: using cognates to help gain meaning

Reading the Text Use the illustrations to find clues and predict

the common theme of the visit. Revisiting the Text

Confirm predictions… BLM 7: Journal descriptif - complete jot notes to

describe the styles of three of the artists and pieces presented.

Orally retell the sequence of events in your own words, reusing the vocabulary in context.

LET’S MAKE MORE CONNECTIONS Little Book 2-Page Lesson Plan provides: Four- step suggested teaching sequence

with emphasis on Preparing for the Text and oral language development

Embedded Gradual Release of Responsibility process modeling and shared practice leading to guided

and independent practice Learning Strategy Focus (before, during and

after reading) 1 strategy can be assessed using the graphic

organizer (BLMs), 2 other strategies included for practice.

Cultural Teaching Tips & French Language Support Enhanced Lesson Plans available at

myNelsonFSL.com

LES ÉCHANGES DES ADOS READER’S THEATRE

Dialogue 7 main characters (the twins, the parents, and the

voyageurs). Students visualize and put themselves into a

selected scene of trading with the voyageurs. Using BLM 10: En action !, students illustrate their

imagined scenes and their items for trading and then orally share their thinking with a partner.

Mini-lesson in Revisiting the Text: bring attention to the use of « tu » and « vous » and

the 2 uses of « vous » .Vous avez deux heures au festival. (Pluriel, les jumeaux) Vous jouez très bien monsieur. (Par politesse).

LES ÉCHANGES DES ADOS

Focus on Socializing and Interacting Check for Understanding (Being/Savoir-être):

Selon vous, est-ce que les jumeaux aiment l’idée de faire le troc avec les voyageurs ?

Comment adaptent-ils leur langage pour se faire comprendre avec les voyageurs ?

Mon journal de rencontres culturelles (BLM 14):

Selon toi, est-ce que les gens parlent poliment ? Comment le sais-tu ?

Aimerais-tu faire le troc comme les jumeaux ? Pourquoi ?

TEACHER’S RESOURCE Part 1: Why Teach Culture and Literacy in

the FSL Classroom? Culture and Intercultural Awareness A Literacy-Based Approach Integrating Assessment into Culture and Literacy

Teaching

Part 2: How to Teach Culture and Literacy in the FSL Classroom Structuring a Culturally Rich Literacy-Based

Lesson Cultural and Intercultural Teaching Strategies Literacy Teaching Strategies

Part 3: Teacher Support Materials Lesson Plans BLMs – Planners & Assessment Tools

FIVES STAGES OF CULTURAL UNDERSTANDING

To sensitize help discover and become consciously aware

To inform make facts accessible, provide a springboard for

reflection, and encourage observations and comparisons

To contextualize consider various, diverse viewpoints and broaden

perspectives To interpret

identify, analyze, comprehend as a whole, and grasp by understanding

To actualize connect with lived experiences, integrate, assimilate, recognize, understand, and exchange with the other culture.

CREATING A BUZZ ABOUT CULTURE

What have we learned? 12 Little Books – great stories and great visuals

available in two packages: evaluation package (1 copy of each Little Book) OR a

package of 5 Little Books of a single title

Audio CD recordings of each Little Book with different acents, 3 musical

selections, lyrics included

myNelson FSL Online Teaching Csentre eBooks with and without text, enhanced Lesson Plans with

French language support, Student listening podcasts, modifiable BLMs

Teacher’s Resource with CD-ROM modifiable BLMS: 12 graphic organizers, planning and assessment tools

Nelson FSL Resources

Phase 1:

Professional Learning

Phase 2:

Bridging Resource

Phase 3:

Anchor Resource

WHAT’S NEXT ?

New Anchor FSL Resource – Exploring 6 functional language contexts Grades 4 to 6, Grades 5 to 7 in BC Beginning in Spring 2011

FINAL REFLECTIONS

“To avoid becoming a fluent fool, we need to understand more completely the cultural dimension of language.”

(Bennett 1997)

The notion of Culture, Levine and Adelman, 1993

SINCÈRES MERCIS, THANK YOU!

Nelson Education presents…

The next generation of learning solutions for Teachers of FSL.

www.nelson.com/cultur-osite

1-800-268-2222