A review

1. Le communicatif-expérientiel 2. La culture 3. La langue 4. La formation langagière générale

…using language in context has become fundamental to the teaching of French as a second language. Integrating the four components (dimensions): experience/communication, culture, language and general language learning is necessary for developing pupils' communication skills. As pupils improve their communication skills, their linguistic accuracy increases, and their language learning strategies expand. (Quote from curriculum guide)

 This is a project-based approach. Students learn the language needed to complete the project.

 French is the language spoken by students and teachers in class  Themes and topics are taught with consideration for the students ‘ abilities and interests  Students are actively engaged in a VARIETY of activities  Students use French language to accomplish real life tasks

Le champ d’expérience- the field of experience:  Large over-riding theme  Specific focus within the theme  Different SLO for each grade level Project based: real-life task Early years Curriculum Middle Years and Senior Years

 Students should be exposed to contemporary culture. The study of French-Canadian culture begins at the local level. In Grades 4-6, students should become familiar with the francophone presence in their own province. Junior High students would proceed to learn more about the Quebecois culture. The Senior High curriculum should include study of "la francophonie dans le monde".  Concentrate on modern, contemporary culture and avoid stereotypes. As much as possible, students should develop awareness and understanding of French culture through communicative experiences with real, living members of a francophone community.

Students learn and practice vocabulary, verbs, expressions, and structures they need to express themselves and to accomplish the project The vocabulary, verbs and language structures to be taught would be those required to complete a task i.e., to have a particular “experience”. Students would be exposed to language in context.

 the metacognitive aspect of the multidimensional curriculum  Equip students to become autonomous, self- directed learners. Students are taught communication, learning and social strategies that would help them learn French and other languages and also help connect what they were learning in the classroom with other aspects of their lives.