| In Québec, learning French has become even more important since the Charter of the French Language made French the language of communication in general, and the language of work in particular.
In the present context, learning French is more a social necessity than a strictly academic concern. Consequently, the primary objective of this program of French as a Second Language is to develop the pupil’s communication skills to enable him to function effectively within a primarily French linguistic community.
Instructional theory suggests several ways of enabling the child to develop the basic knowledge and skills required. It indicates several methods by which the restrictions of the classroom can be overcome so that the actual possibilities of this setting can be exploited. It also shows that learning is more effective when the child is held chiefly responsible for his won progress. Research has shown that the child needs to manipulate concrete objects if he is to participate fully and actively in the learning process. There are many educational activities that can be designed to arouse and sustain the pupil’s interest.
It is equally important to introduce the pupil only to concepts which are within his reach, that is, which are suited to his level of cognitive and affective development. In a second language, the pupil is able to assimilate or to reproduce new linguistic content only to the extent that he is already familiar with the underlying concepts. Consequently, the teacher must ensure that de context in which the language is taught is appropriate to the pupil’s age level.
The teacher’s attitude can influence the learner’s perception of himself. The pupil will not hesitate to communicate in the second language as long as the teacher accepts his mistakes as a normal part of the learning process. Such an attitude on the part of the teacher can help the pupil to progress.
Click on the link below to browse or download the program.
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genhist.pdf (1 100 KB, General History - Secondary II)
1983 |
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