As an L2 French learner myself, I often use online translators to help myself with writing here and there. I most commonly use Word Reference and Bon Patron to help me with my writing. I have an adequate language level in the target language to determine which online translators I use regularly, however, my students do not have the language level necessary to make informed choices.
During my practicum, I only sent home one writing assignment. It was a group project where students had to write a script of a regular interaction between a customer and a clothing sales clerk. Most of the students were used to writing the script in English and then translating it into French. My personal philosophy is that L2 learning cannot occur as quickly or effectively if the L2 learner's learning process is primarily word ford word translation. At the start of language acquisition it is important that students are translating, however, as a student progresses they should try to rely less and less on translation. In authentic situations, speakers of a foreign language will seldom have the time to consult a dictionary or online source word ford word. In class I encouraged the students to write the script FIRST in French. I noticed that as we progressed through the assignment, many groups would have elaborate French sentences including various grammatical errors very typical of online translation tools. I chose to address this issue with the entire class where we discussed the kinds of errors that can be made using solely online translators. We also discussed when it is appropriate to use them (i.e. editing work).
Another issue that I found particularly interesting was the fact that students in Grade 9 and 10 in my classrooms were almost completely unfamiliar with how to use an actual print dictionary! As I grew up this was the only tool I used so it was a completely foreign concept to me that dictionaries would go untouched in a language classroom. I frequently distributed dictionaries during group exercises and in-class writing assignments. If students use a print dictionary as a primary source the lengthy time it takes to look up words will grow tiresome over time. I believe that using a print dictionary emphasizes the need to pay close attention to spelling and vocabulary during class exercises so that students don't have to spend a copious amount of time looking up every single word. Technology is so quick and gives feedback so immediately that students depend on it too much. I think accountability towards knowledge of class content (by students) would completely change if online translators did not exist.
Monday, 30 July 2012
Integrating E-books into the classroom...
I chose to embed a journal that focused on an South African athlete named Oscar Pistorius, the first athletics Paralympian to qualify for the Olympic Games. His journey highlights many controversial issues surrounding inclusivity, disability and the Olympic Games. I would use this article in my PE classroom as an authentic document for students to construct a 'debate' regarding his participation in the Olympic Games. I would find various primary sources and group students into 'pro' and 'con' groups. As a PE teacher, I hope to bring higher level thinking to my classes so that they aren't just drills and games.
Reading #4 - "Reading Matters..." (Tennant, 2012)
Encouraging reading in
an L2 is very important for increasing fluency level. As an Anglophone teaching French, it is very important for
me to engage in professional development activities to increase my own fluency
level. I agree with the author’s point
that decoding text becomes near to impossible when an L2 learner has so many
words and meanings that they cannot make sense of. As a professional I should engage more in reading in my L2,
however, there are points when I too will ‘hit a wall’ and reading will not be
as enjoyable as it is in my native language.
In my practicum
classroom reading was limited to French text book passages that were generally
outdated and irrelevant to the students.
I envision trying to use more authentic pieces of French material (i.e.
French daily newspapers, magazines, ads) in the classroom to spark interest in
the reading the text so that my students will be more motivated to ‘decode’ and
‘find meanings’.
Thursday, 26 July 2012
Music in the Classroom - French Artist 'TAL'
The above video is from an artist name 'TAL'. She is a young French artist who recently has had many Top 10 hits in France. This song would be great in any level of FSL because the vocabulary is relatively simple, the pace is very slow, the lyrics are clear and it would appeal to current teenagers.
Some activities that I might be able to do with my students using this song include...
- A sheet of the lyrics will 'fill in the blank' items for main words.
- Students could write a reflection on the style of music and what (does not) appeal to them
- Primarily for FRIM - Ask students to write a short paragraph on what they interpreted was the 'sens de la vie' for the artist. Then the students would write a short paragraph on their 'sens de la vie'
'Le sens de la vie' - TAL (2012)
J'ai voulu dormir, et j'ai fermé les yeux,
Sans même voir que le ciel était bleu.
Je me suis réveillée sous un nouveau soleil
Et depuis ce jour là rien n'est pareil.
Lumières des projecteurs qui réchauffent mon coeur,
Tout au fond de moi je n'ai plus jamais peur.
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
C'est une évidence, j'ai trouvé ma voie,
Je prends mon envol mais je n'oublie pas
Les paroles d'une chanson d'enfance,
Qui me rappelle d'où je viens, d'où je tiens ma chance.
Lumieres artificielles qui fait briller mes yeux
Et je sors de l'ombre, je sais ce que je veux.
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
Sans même voir que le ciel était bleu.
Je me suis réveillée sous un nouveau soleil
Et depuis ce jour là rien n'est pareil.
Lumières des projecteurs qui réchauffent mon coeur,
Tout au fond de moi je n'ai plus jamais peur.
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
C'est une évidence, j'ai trouvé ma voie,
Je prends mon envol mais je n'oublie pas
Les paroles d'une chanson d'enfance,
Qui me rappelle d'où je viens, d'où je tiens ma chance.
Lumieres artificielles qui fait briller mes yeux
Et je sors de l'ombre, je sais ce que je veux.
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
De sens en contre-sens, on se perd toujours,
Quand on ne fait pas les choses avec un peu d'amour.
C'est peut-être lui qui rend notre ambition fascinante,
Il est dans ma voix, c'est pour ça que je chante.
Quand on ne fait pas les choses avec un peu d'amour.
C'est peut-être lui qui rend notre ambition fascinante,
Il est dans ma voix, c'est pour ça que je chante.
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
Même dans le ciel qui se voile,
Il y a toujours une étoile, qui scintille
Et nous guide sur le chemin de nos rêves
Et quand on y croit, un nouveau jour se lève
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
Même dans le ciel qui se voile,
Il y a toujours une étoile, qui scintille
Et nous guide sur le chemin de nos rêves
Et quand on y croit, un nouveau jour se lève
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime.
J'ai trouvé le sens de la raison qui m'entraîne,
A chaque pas sur le devant de la scène.
J'ai trouvé le sens de la vie que je mène
Et je l'aime
Using Screencast-O-Matic..."Conjugaison des verbes -ER"
Click on the video below to watch my first Screencast-O-Matic creation! The topic of the video is how to conjugate regular French verbs that end in -ER.
Wednesday, 25 July 2012
Reading #3 - Making culture happen... (Tomalin)
Culture is so important to teach alongside additional-language classes. As a language teacher one of my main goals is to prepare my students to interact effectively with different people, who speak a different language and, typically, come from a different culture. Omitting the 'culture' aspect of language education essentially takes away the relevance of learning an additional language. To be interested in learning language is to be interested in learning culture.
In my French classes I often incorporate cultural references that I hope my students find relevant. For example, I would research the France's 'Top 10' list of current pop songs and we would compare our list in North America to the list in France. We would find France's equivalent to Justin Bieber. This was a very engaging activity for my Grade 9 and 10 FSL students. The fact that they were able to make cultural ties from their culture to the culture of a francophone region enhanced the curriculum.
An interesting aspect of additional-language education and 'culture' education brought up in the article was the paragraph in which the author presents the fact that in ESL classroom we often learn about US and UK culture and ignore others. I too experienced the same conflict in my own practicum classroom. I have spent much more time in a European francophone region (Switzerland) in comparison to the time I have spent in Québec. When trying to tie in francophone culture into the classroom I often find myself making more connections to the Europe as opposed to North America, even though Québec is in our own country! Is this acceptable in a Canadian French classroom?
In my French classes I often incorporate cultural references that I hope my students find relevant. For example, I would research the France's 'Top 10' list of current pop songs and we would compare our list in North America to the list in France. We would find France's equivalent to Justin Bieber. This was a very engaging activity for my Grade 9 and 10 FSL students. The fact that they were able to make cultural ties from their culture to the culture of a francophone region enhanced the curriculum.
An interesting aspect of additional-language education and 'culture' education brought up in the article was the paragraph in which the author presents the fact that in ESL classroom we often learn about US and UK culture and ignore others. I too experienced the same conflict in my own practicum classroom. I have spent much more time in a European francophone region (Switzerland) in comparison to the time I have spent in Québec. When trying to tie in francophone culture into the classroom I often find myself making more connections to the Europe as opposed to North America, even though Québec is in our own country! Is this acceptable in a Canadian French classroom?
Ideas for Audioboo Clips in the Classroom
I have already embedded an audio-clip below (German conversation). Last evening I visited the doctor and it seems as though I have a throat infection (note available if needed). I will not be recording another audio-clip as the quality of my voice would not create a satisfactory clip for use in the future. Instead of a clip I have decided to brainstorm a list of possible uses in my classroom...
- Dictées - I could record a simple text and for homework students would have to transcribe the text.
- Conversation interpretation - I could record a conversation with another French speaker and then the students would have to write a brief summary (in French) about the topic we covered.
- Debate interpretation - I could record an argument/debate with another French speaker and the students would have to summarize one side of the argument OR would have to explain why they support one side of the argument with their own points.
- Student recordings - After students write an in-class essay, I would hand it back, students would then correct their writing and read their essay aloud while capturing it in Audioboo. Teacher could conduct brief conferences with each student to discuss their recording (à continuer/à considérer)..
Reading #2 - Practical Aspects of Learning Video....(Canning)
I agree that videos are valuable tools in a second language classroom. They provide audio clues for students to interpret and visual. Much of human communication is body language and gestures, it is useful for additional-language learners to be able to match this body language with oral language. Through this matching, students will comprehend more of what they are hearing and make inferences about the conversation/situation. I do agree with Canning's statement regarding the fact that videos may not increase 'understanding'. As previously stated, students will be able to make inferences and 'connect the dots' regarding conversations, but I do not think that students will be able to learn more words (effectively) or fully understand all components of speech.
One problem I have encountered in my own teaching is that it is very difficult to find videos for secondary junior level FSL. Using YouTube as my primary video library, oftentimes the pace or vocabulary used (in even simple videos) can be overwhelming and ineffective.
One problem I have encountered in my own teaching is that it is very difficult to find videos for secondary junior level FSL. Using YouTube as my primary video library, oftentimes the pace or vocabulary used (in even simple videos) can be overwhelming and ineffective.
Tuesday, 24 July 2012
Reading #1 - Listening Strategies... (Apponte-de-Hanna)
This article brought to my attention the fact that during my studies at UBC in my BEd cohort (Secondary FSL/FRIM) we have received little instruction regarding how to teach and evaluate 'listening' in the language classroom. I believe that listening is the hardest language skill to teach because it is the only skill where the student is not in complete control of the speed of processing. When writing, reading and speak, the student is able to slow down and reflect if needed. They are able to pause and reorganize their thoughts and communication strategies in order to cope with the information at hand. They are ultimately in control of the speed of input. This is not the case, however, with regards to 'listening'. Here the student is often unable to adjust the speed of information and strategies are incredibly vital to ensure a student's success.
Apponte-de-Hanna compares the traditional process of learning to 'listen' as a form of 'osmosis'. As an individual who learned French as a second language in Late French Immersion, I never recall specifically being taught how to listen. I guess I too was a learner by osmosis in this regard. Now, as an educator, it is difficult for me to even comprehend how a new language learner would be able to overcome the steep learning curve that would present itself if he or she was required to not only listen to foreign speech but ALSO to implement additional strategies.
I am looking forward to potentially discovering online technology that already exists to support teachers teaching 'listening' in the language classroom.
Apponte-de-Hanna compares the traditional process of learning to 'listen' as a form of 'osmosis'. As an individual who learned French as a second language in Late French Immersion, I never recall specifically being taught how to listen. I guess I too was a learner by osmosis in this regard. Now, as an educator, it is difficult for me to even comprehend how a new language learner would be able to overcome the steep learning curve that would present itself if he or she was required to not only listen to foreign speech but ALSO to implement additional strategies.
I am looking forward to potentially discovering online technology that already exists to support teachers teaching 'listening' in the language classroom.
Monday, 23 July 2012
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