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2001Additional copies of this document may be obtained from

the Instructional Resources Branch.Title Code (840190)

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iFoundation for French Language Arts in French Immersion in Atlantic Canada

AcknowledgementsThe departments of education of New Brunswick, Newfoundland and Labrador, Nova Scotia, and PrinceEdward Island gratefully acknowledge the contributions of the following groups and indivduals toward thedevelopment of this document:

Province of New Brunswick

David Macfarlane, Immersion Education Consultant

Province of Newfoundland and Labrador

Ivan Hibbs, Immersion Education Consultant

Claude Schryburt, Immersion Education Consultant

Margaret Wakeham, Immersion EducationConsultant

Province of Nova Scotia

Anne Baccardax, Immersion Education Consultant, 7-9

Margaret Gillespie-de Gooyer, Immersion EducationConsultant, K-3

Andrée Green, French Second Language CurriculumDirector

Province of Prince Edward Island

René Hurtubise, Immersion Education Consultant

Linda Lowther, Immersion Education Consultant

Bernard Pépin, Immersion Education Consultant

Christine Thibaudier-Ness, Immersion EducationConsultant

The educators, parents, and other stakeholders who contributed many hours to the validation process which ledto the finalization of the Foundation for the French Language Arts in Immersion Programs in Atlantic Canada.

ii Foundation for French Language Arts in French Immersion in Atlantic Canada

iiiFoundation for French Language Arts in French Immersion in Atlantic Canada

Contents.................................................................................................................................................................. Page

Vision ............................................................................................................................................................ v

Introduction ................................................................................................................................................ 1Purpose of this Document ..........................................................................................................................1A Common Approach .................................................................................................................................. 1

Outcomes ................................................................................................................................................... 3Essential Graduation Learnings and the French Immersion Program .......................................................... 5General Curriculum Outcomes for the French Immersion Program ........................................................... 11

Appreciation of the French Language and of Cultural Diversity ............................................................. 12Listening and Oral expression ............................................................................................................... 12Reading and Viewing ............................................................................................................................. 13Writing and Representing ...................................................................................................................... 13

Key Stage Outcomes for the French Language Arts in Immersion Program ............................................. 14Terminology ............................................................................................................................................... 15

Learning and Teaching Contexts ........................................................................................................ 35Principles Underlying the Learning of French in an Immersion Setting ...................................................... 35The Nature of Learning .............................................................................................................................. 36The Nature of Teaching .............................................................................................................................. 37The Learning and Teaching Process ........................................................................................................... 38Use of Other Resources............................................................................................................................ 38Integration of Information and Communication Technologies .................................................................... 38Equity and Diversity .................................................................................................................................. 39

Evaluation of Learning .......................................................................................................................... 41Assessing and Evaluating .......................................................................................................................... 41Assessment and Evaluation In French Immersion Programs ..................................................................... 42

Bibliography .............................................................................................................................................. 45

iv Foundation for French Language Arts in French Immersion in Atlantic Canada

vFoundation for French Language Arts in French Immersion in Atlantic Canada

VisionThe Atlantic Canada French immersion curriculum is based onthe vision of educating students who are able tocommunicate effectively in French, use French as a learningtool, and demonstrate an understanding of various cultures,particularly the culture of francophone communities.

vi Foundation for French Language Arts in French Immersion in Atlantic Canada

1Foundation for French Language Arts in French Immersion in Atlantic Canada

IntroductionPurpose of thisDocument

The French immersion program isdesigned for non-francophonestudents. Its aim is for students tolearn French by studying subjectstaught in French from the timethey enter the program untilgraduation.

This document results from theproject to develop a commoncurriculum for the teaching ofFrench immersion in the Atlanticprovinces. Consequently, thisdocument:

• serves as a basis for thedevelopment of detailedteachers’ guides and curriculafor all levels, regardless of theentry point;

• provides a framework for theFrench program, defines theprogressive, ongoingdevelopment of attitudes, skills,knowledge, and strategies, andencourages educators at all levelsto discuss these;

• offers educators and the generalpublic an overview of the basicprinciples and the targetedcurriculum outcomes;

• provides a foundation for thedecisions made by educatorsand other stakeholders withrespect to learning experiences.

The French immersion programoffers learners the opportunity togain a better understanding of theirown culture and to discover theculture of francophonecommunities, without diminishingthe importance of Canada’smulticulturalism. This experiencealso enables them to look atfrancophone cultures with moreawareness and understanding. Suchunderstanding encouragesacceptance of all cultures andbroadens their view of the world. Itis hoped that this broadened viewwill lead to a better appreciation ofhuman diversity and value.

A Common Approach

In 1995, work began on thedevelopment of common curriculain specific core programs. TheAtlantic ministers’ primarypurposes for collaborating incurriculum development are to

• improve the quality ofeducation for all studentsthrough shared expertise andresources

• ensure the education thatstudents receive across theregion is equitable

• meet the needs of both studentsand society

Under the auspices of the AtlanticProvinces Education Foundation,development of Atlantic commoncore curricula in mathematics,science, English language arts, andFrench as a second languagefollows a consistent process. Eachproject requires consensus by aregional committee at designateddecision points; all provinces haveequal weight in decision making.Each province has establishedprocedures and mechanisms forcommunicating and consultingwith education partners, and it isthe responsibility of the provincesto ensure that stakeholders haveinput into regional curriculumdevelopment.

This document is not designed to be a curriculum nor does itdescribe the levels of performance expected of students.

2 Foundation for French Language Arts in French Immersion in Atlantic Canada


OutcomesEach foundation document identifies the essential graduation learnings, the general curriculum outcomes forthe program in question, and the curriculum outcomes for each cycle (kindergarten to Grade 3, Grades 4 to 6,Grades 7 to 9, and Grades 10 to 12). Together, these outcomes provide a coherent vision for the purpose ofdeveloping a specific, relevant curriculum that defines the curriculum outcomes for each grade.

Figure 1 – Relationship among Essential Graduation Learnings,Curriculum Outcomes and Levels of Schooling

Essential graduation learnings (page 5) are statements describing the knowledge, skills,and attitudes expected of all students who graduate from high school. Achievement of theessential graduation learnings will prepare students to continue to learn throughout theirlives. These learnings describe expectations not in terms of individual school subjects but interms of knowledge, skills, and attitudes developed throughout the curriculum. They confirmthat students need to make connections and develop abilities across subject boundaries ifthey are to be ready to meet the shifting and ongoing demands of life, work, and study todayand in the future. Essential graduation learnings are cross-curricular, and curriculum in allsubject areas is focused to enable students to achieve these learnings. Essential graduationlearnings serve as a framework for the curriculum development process.

General curriculum outcomes (page 11) are statements articulating what students areexpected to know and be able to do in particular subject areas. These outcomes statementsalso describe what knowledge, skills, and attitudes students are expected to demonstrate atthe end of certain key stages in their education, as a result of their cumulative learningexperiences at each grade level in the entry-graduation continuum. Through the achievementof curriculum outcomes, students demonstrate the essential graduation learnings.


Key-stage curriculum outcomes (page 16) are statements which identify what studentsare expected to know and be able to do by the end of grades 3,6, 9, and 12, as a result oftheir cumulative learning experience in a curriculum area

Specific curriculum outcomes are statements which identify what students are expectedto know and be able to do at the end of each grade level as a result of their experience in theFrench Immersion program. Development of these outcomes is the responsibility of eachprovince.


Essential Graduation Learnings and the French Immersion Program

Graduates will be able to demonstrate knowledge, skills, and attitudes in the following essential graduationlearnings. Provinces may add additional essential graduation learnings as appropriate.

Aesthetic Expression

Graduates will be able to respond with critical awareness to various forms of the arts and be able toexpress themselves through the arts.

Graduates will be able, for example, to

• use various art forms as a means of formulating and expressing ideas,perceptions, and feelings

• demonstrate understanding of the contribution of the arts to daily life,cultural identity and diversity, and the economy

• demonstrate understanding of the ideas, perceptions, and feelings ofothers as expressed in various art forms

• demonstrate understanding of the significance of cultural resourcessuch as theatres, museums, galleries, cinemas, and libraries.

Literature, music, the performing arts, the visual arts, and culturalresources play an important role in the French immersion program.While exploring these art forms in French, students discover elements oftheir own culture, as well as elements of various cultural communities.Furthermore, they use these forms of artistic expression to communicatetheir own knowledge, ideas, and feelings.


Citizenship

Graduates will be able to assess social, cultural, economic, and environmental interdependence in a localand global context.


• demonstrate understanding of sustainable development and itsimplications for the environment

• demonstrate understanding of Canada’s political, social, and economicsystems in a global context

• demonstrate understanding of the social, political, and economic forcesthat have shaped the past and present, and apply those understandingsin planning for the future

• examine human rights issues and recognize forms of discrimination• determine the principles and actions of just, pluralistic, and democratic

societies• demonstrate understanding of their own and others’ cultural heritage

and cultural identity, and the contribution of diverse cultures to society

Discovering, understanding, and appreciating various cultures,particularly those of francophone communities, are an integral part ofthe French immersion program. Also, exploring the world and studyingenvironmental, social, economic, and political issues leads to abroadened use of the French language in meaningful contexts.


Communication

Graduates will be able to use the listening, viewing, speaking, reading, and writing modes of language(s),as well as mathematical and scientific concepts and symbols, to think, learn, and communicateeffectively.


• explore, reflect on, and express their own ideas, learnings, perceptions,and feelings

• demonstrate understanding of facts and relationships presentedthrough words, numbers, symbols, graphs, and charts

• present information and instructions clearly, logically, concisely, andaccurately for a variety of audiences

• demonstrate a knowledge of the second official language• access, process, evaluate, and share information• interpret, evaluate, and express data in everyday language• critically reflect on and interpret ideas presented through a variety of

media

The specific goal of the French immersion program is the developmentof French language skills. Through meaningful learning situations,students acquire the skills, knowledge, and strategies they need tocommunicate effectively and confidently in French. Learners also reachthe point where they can use various means of expression to ensure thattheir thoughts and ideas are clearly transmitted and understood.Furthermore, students enrich their own language by transferring andapplying the knowledge, skills, and communication strategies acquired inimmersion situations.


Personal Development

Graduates will be able to continue to learn and to pursue an active, healthy lifestyle.


• demonstrate preparedness for the transition to work and furtherlearning

• make appropriate decisions and take responsibility for those decisions• work and study purposefully both independently and in groups• demonstrate understanding of the relationship between health and

lifestyle• discriminate among a wide variety of career opportunities• demonstrate coping, management, and interpersonal skills• demonstrate intellectual curiosity, an entrepreneurial spirit, and

initiative• reflect critically on ethical issues

The French immersion program enables learners to develop bothpersonally and intellectually. By using French to formulate and conveytheir thoughts and ideas, they discover a different way of expressing theirindividuality. Decision making, interpersonal and cooperative work skills,introspection, and self-evaluation form an integral part of the Frenchprogram. Ultimately, these experiences encourage students to valuelearning and to become lifelong learners.


Problem Solving

Graduates will be able to use the strategies and processes needed to solve a wide variety of problems,including those requiring language, mathematical, and scientific concepts.


• acquire, process, and interpret information critically to make informeddecisions

• use a variety of strategies and perspectives with flexibility and creativityfor solving problems

• formulate tentative ideas and question their own assumptions andthose of others

• solve problems individually and collaboratively• identify, describe, formulate, and reformulate problems• frame and test hypotheses• ask questions, observe relationships, make inferences, and draw

conclusions identify, describe, and interpret different points of view,and

• distinguish fact from opinion

While studying French, students are placed in many problem-solvingsituations. By solving real problems, they develop knowledge andstrategies that they can transfer and reuse in other situations.


Technological Competence

Graduates will be able to use a variety of technologies, demonstrate an understanding of technologicalapplications, and apply appropriate technologies for solving problems.


• locate, evaluate, adapt, create, and share information, using a variety ofsources and technologies

• demonstrate understanding of and use existing and developingtechnologies

• demonstrate understanding of the impact of technology on society• demonstrate understanding of ethical issues related to the use of

technology in a local and global context

The learning situations in the French immersion program enable studentsto employ technology as a communications tool and as a means ofaccessing French-language resources around the world. By exploring suchissues as the possibilities, limitations, and impact of technology, studentslearn to make judicious use of it.


General Curriculum Outcomes for the French Immersion Program

The general curriculum outcomes for the French immersion program identify the knowledge, skills, andattitudes targeted by this program. They describe what the students are expected to know, what they are expectedto be able to do, and the attitudes they are expected to develop during the course of their learning. Theseoutcomes also serve as a means by which the students can achieve the essential graduation learnings.

The French immersion program has four components:

1. Appreciation of the French Language and of Cultural Diversity;2. Listening and Oral expression;3. Reading and Viewing; and4. Writing and Representing.

The first component focuses specifically on attitudes towards French, French culture, and cultural diversity. Theother three components deal with communication methods.

It must be recognized that Appreciation of the French Language and Cultural Diversity is an integral part of all thecommunication methods. Indeed, these elements form the backdrop of the French program. This component isfeatured prominently in this document in order to emphasize its importance.

Listening andOral expression

Reading andViewing

Writing andRepresenting

As can be seen from the illustration above, the communication methods are all interrelated. They developsimultaneously through activities that incorporate them all. The development or enrichment of any one of theseelements has a favourable impact on the others.


Listening and Oral expression

By the end of Grade 12, students will be expected to:• demonstrate their understanding of a range of oral

texts in order to meet their needs in accordancewith the communication situation;

• express themselves in order to meet their needs inaccordance with the communication situation;

• plan and manage their listening and oral expressionby applying strategies in accordance with theirneeds and the communication situation.

Listening and oral expression play a predominant rolein the French immersion programs because thesecommunication methods are inseparable and are theones most commonly used in everyday life.

Students use oral expression to communicate, observe,imagine, explore, solve problems, and analyze what isaround them. “Listening” is often confused with“hearing.” It is entirely possible to have heard amessage without necessarily knowing what it contains.Indeed, the ability to understand and grasp themeaning of a message is a multidimensional mentalskill that is one of the most important cognitive skills.It is an activity through which information istransformed, selected, and reorganized. Aninterlocutor’s motivation to understand, his or herprior knowledge, anticipation, and linguistic skills, aswell as the form of the message and the mentalprocesses used are all factors that have an effect onmessage comprehension.

It is by listening and speaking that students learn toexpress themselves orally in formal and informalsituations. Control and precision develop gradually inmeaningful contexts on the basis of the models andinteractions offered to the students. The conditionsthat are particularly conducive to oral expressioninclude the provision of numerous relevant,interesting, clear, and varied situations, a stimulatingand secure atmosphere, and the presence of aninterested public.

The general curriculum outcomes for the French Immersion program are as follows:

Appreciation of the French language and of

Cultural Diversity

By the end of Grade 12, students will be expected to:• demonstrate a positive attitude towards the French

language and towards francophone communities inCanada and around the world;

• recognize and respect cultural diversity.

The relationship between culture and language is soclose that, in many circumstances, it is impossible tocommunicate effectively with someone without havingsome knowledge of that person’s culture. A culturalcomponent is integrated into the French immersionprogram to highlight this relationship, not to haveimmersion students adopt francophone culture. Theintegration of this component makes it easier forstudents to understand their second language andmakes communication with francophones in Canadaand elsewhere more effective.

Instruction that focuses on culture-related curriculumoutcomes must be provided naturally and must beintegrated into the various learning areas. The morethese cultural curriculum outcomes are dealt withnaturally and in a variety of situations, the better thestudents will be able to communicate effectively withfrancophones of various origins and the more awarethey will be of the presence and diversity of cultures inthe world.

It is essential that students come to see their educationin French as an asset that opens up manyopportunities for them. To help them build self-esteem as learners of another language, we have topoint out the unique advantages offered to them bythe opportunity to interact with members of otherlinguistic groups.


Reading and Viewing

By the end of Grade 12, students will be expected to:• demonstrate their understanding of a range of texts

in order to meet their needs in accordance with thecommunication situation;

• plan and manage their reading and viewing byapplying strategies in accordance with their needsand the communication situation.

Reading and viewing are processes by which themeaning of a text is constructed for information orentertainment purposes. Students improve theirreading skills through the frequent reading of varioustypes of texts. But reading and viewing are oftendifficult for immersion students, particularly duringthe first few years they are in the program. Yet, theymust tackle the same concepts, develop the samecognitive skills, and acquire the same knowledge asstudents in the English programs. To understand andinterpret a text, we use our knowledge of the subject,our personal experience, comprehension strategies,and our knowledge of language. What makes a textaccessible is not so much the simplicity of thevocabulary and syntax but rather the proper use ofeffective reading strategies and the extent to which thecontent of the text can be related to the experience ofthe reader.

Young people today are inundated with popularmusic, television, videos, movies, radio, magazines,electronic games, computers, and so forth. The massdistribution of information through these media is atechnological advancement that has a profound effecton how we think and behave. It is therefore essentialthat students learn to think critically andindependently so they can interpret and evaluate theinformation that is broadcast and presented to themon screens and understand just how much reality isshaped by the media.

Writing and Representing

By the end of Grade 12, students will be expected to:• write and represent in order to meet their needs in

accordance with the communication situation;• plan and manage their productions by applying

strategies in accordance with their needs and thecommunication situation.

To express themselves, better understand themselves,and communicate their ideas and their feelings aboutthe world, students can represent their thoughts invarious ways, such as through writing, visualrepresentation, theatre, movement, music, and mediaand technological productions.

Writing is a complex process that involves reflection,composition, the audience recipients, the intentbehind the writing activity, and the ability to useappropriate forms of writing. The development of theskill of writing is closely related to the development ofother language skills and the frequent practice ofwriting.

However, writing a text in a second language can be avery difficult task. In order to reduce the problemsthat students face, teachers must plan structured,meaningful writing activities. Throughout the processof learning to write, teachers must present particularaspects of writing, while guiding, facilitating,supervising, and evaluating the students’ progress.Providing frequent opportunities to write meaningfultexts not only promotes the production of better andlonger texts but also helps to boost the students’confidence in their writing skills.

To get by and succeed in both today’s society andtomorrow’s, students must be able to use technologyand the various media to communicate their ownideas and points of view. For immersion students, theintegration of French-language media also reinforcesthe notion that French-language cultures exists outsidethe classroom.


Key-stage curriculum outcomes are statements thatidentify what students are expected to know and beable to do by the end of grades 3, 6, 9, and 12, as aresult of their cumulative learning experiences inFrench Language Arts.

Outcomes at the four key stages reflect a continuumof learning. While there may appear to be similaritiesin outcomes at different key stages, teachers willrecognize the increase in expectations for students atthe various key stages, according to• the developmental nature of learning processes• students’ maturity of thinking and interests• students’ increasing independence as learners• the complexity and sophistication of ideas and tasks• the level of depth of students’ engagement with

ideas and tasks• the range of arts experiences and the repertoire of

strategies and skills students apply to thoseexperiences

For each key stage, the ordering of outcomes is notintended to suggest any priority, hierarchy, orinstructional sequence. While these outcomes providea framework on which educators may base decisionsconcerning instruction and assessment, they are notintended to limit the scope of learning experiences inany key stage. Although it is expected that moststudents will be able to attain the key-stage curriculumoutcomes, the needs and performance of somestudents will range across key stages.

Teachers should take this variation into considerationas they plan learning experiences and assess students’achievement of the various outcomes. Students’attitudes, experiences, knowledge, abilities, andengagement in learning will also influence their abilityto achieve the key-stage curriculum outcomes.

Curriculum guides contain details for the specificcurriculum outcomes at each grade level. These guideselaborate on program design and components, thedevelopmental nature of learning, grade levelcurriculum outcomes, learning experiences,instructional and assessment strategies, andsuggestions for resource support.

Key Stage Outcomes for the French Language Arts inImmersion Program


Terminology

In this document the term text is used to describe any language event, whether oral,written, or visual. In this sense, a conversation, a poem, a novel, a poster, a music video,a television program, and a multimedia production, for example, are all texts. The term isan economical way of suggesting the similarity among many of the skills involved in“reading” a film, interpreting a speech, or responding to an advertisement or a piece ofjournalism. This expanded concept of text takes into account the diverse range of textswith which we interact and from which we construct meaning.

In this document, the term viewing refers to the act of making meaning of texts that arepartof the constructed and unconstructed visual environment in which we live. It is anactive, intentional process which involves making sense of what we see and learning howto comunicate using visual texts. Critical viewing takes into consideration the purpose andsignifigance of the constructed visual environment and its component parts. It involvesreflecting upon intent, purpose, content, context, and developing the ability to analyze andcommunicate the meaning of what is viewed.

In this document, the term representing is used to suggest the range of ways in whichstudents create meaning. Forms and processes of representation students use to exploreand communcate their understandings include, in addition to spoken and writtenlanguage, visual representation, drama, music, movement, and media and technologicalproduction.


Appreciation of the French Language and Cultural Diversity

Students will be expected to demonstrate a positive attitude towards the French language andtowards francophone communities in Canada and around the world.

By the end of Grade 6, students will have achieved theoutcomes for the previous cycle and will also be expected to:

• demonstrate an interest and sense of pride in usingthe French language and in improving theirlanguage skills;

• demonstrate an interest in using various French-language texts;

• demonstrate and explain the role and contributionof francophones in different areas of humanactivity;

• demonstrate an understanding of the advantagesassociated with bilingualism.

By the end of Grade 3, students will be expected to:

• take pleasure in using the French language ineveryday situations;

• demonstrate an appreciation of various French-language texts;

• identify the contribution of francophones todifferent areas of human activity;

• demonstrate a sense of pride in their uniquenessand in their accomplishments in French.



Students will be expected to demonstrate a positive attitude towards the French language andtowards francophone communities in Canada and around the world.

By the end of Grade 9, students will have achieved theoutcomes for the preceding cycle and will also be expected to:

• display an interest and a sense of pride incommunicating correctly in French, in improvingtheir language skills, and in continuing their Frenchstudies;

• demonstrate an interest in and an appreciation ofvarious contemporary texts that are appropriate foryoung persons of their age;

• demonstrate and express an appreciation of thecontribution of francophones to Canada’sfrancophone community;

• demonstrate an understanding and an appreciationof the advantages associated with the opportunity tointeract with members of the two linguistic groups.


• display an interest in promoting the French languageand culture in their environment and in continuingtheir language learning on their own;

• demonstrate an interest in and an appreciation ofvarious contemporary and classic texts offrancophone communities in Canada and aroundthe world;

• demonstrate an understanding and an appreciationof the richness of francophone communities inCanada and around the world;

• demonstrate an understanding and an appreciationof the advantages that they enjoy as learners ofCanada’s other official language.



Students will be expected to recognize and respect cultural diversity.


• demonstrate an interest in becoming familiar withand finding about various cultures;

• identify different kinds of stereotypes andprejudices (ethnic group, culture, religion, age,gender, physical and mental abilities, social class,etc.) and their effect on children of their age;

• use a vocabulary and adopt behaviour thatcontribute to an atmosphere of respect and trust intheir relations with others;

• identify the contribution of persons of variouscultures to different areas of human activity;

• demonstrate an understanding of their rights andresponsibilities in their environment.


• compare the lifestyles, ways of thinking, andmethods of expression of various cultures;

• examine and discuss the influence of stereotypesand prejudices in their environment;

• use language and adopt behaviour that is respectfulof the various cultural communities;

• clarify the role of persons of various cultures indifferent areas of human activity;

• demonstrate an understanding of their rights andresponsibilities in the classroom and at school.



Students will be expected to recognize and respect cultural diversity.


• find connections between cultural influences andways in which people act, think, and expressthemselves;

• examine and discuss the conditioning influence ofstereotypes and prejudices in society, the media,history, literature, the Internet, song, popularculture, etc.;

• explore and explain some of the customs associatedwith various cultural communities;

• describe and demonstrate the contribution ofpersons of various cultures to different areas ofhuman activity in Canada;

• demonstrate an understanding of their rights andresponsibilities as adolescents in their environment.


• articulate what cultural diversity is, taking intoaccount historical and current influences;

• react critically to the conditioning influences ofstereotypes and prejudices in the world;

• demonstrate cultural awareness in situationsinvolving interpersonal interaction;

• demonstrate an appreciation of the contribution ofpersons of various cultures to different areas ofhuman activity around the world;

• demonstrate an understanding of their rights andresponsibilities as young adults in society.



Students will be expected to demonstrate their understanding of a range of oral texts in orderto meet their needs in accordance with the communication situation.


• identify the important information, ideas,opinions, and feelings in a text, as well as its overallmeaning;

• react personally to simple texts by identifying a fewof the elements that explain their reaction;

• react analytically to simple texts by identifyingvarious elements.


• identify the relevant information, ideas, opinions,feelings, and details;

• react personally to texts by comparing some of theelements that explain their reaction;

• react analytically to texts by comparing variouselements.



Students will be expected to demonstrate their understanding of a range of oral texts in orderto meet their needs in accordance with the communication situation.

By the end of Grade 9, students will have achieved theoutcomes for the preceding cycle and will also be able to:

• summarize and reformulate the information, ideas,opinions, and feelings presented in a text;

• react personally to a wide variety of texts, andevaluate their reaction;

• react to a wide variety of texts by analyzing variouselements.


• reconstruct the content and organization of a text;

• react personally to a wide variety of texts, andjustify their reaction;

• react to a wide variety of texts by evaluating variouselements.



Students will be expected to express themselves in order to meet their needs in accordancewith the communication situation.


• ask questions to clarify information and broadentheir knowledge;

• ask questions to discuss, compare, and examinepossible solutions to problems;

• state their ideas, feelings, and opinions;

• use language conventions to communicate in avariety of simple situations.

By the end of Grade 6, students will have achieved theoutcomes for the preceding cycle and will also be able to:

• express their ideas, feelings, and opinions;

• share information and entertain in a variety ofcontexts;

• share information and entertain in a wider varietyof contexts;

• chose language conventions in order tocommunicate in a variety of more complexsituations.



Students will be expected to express themselves in order to meet their needs in accordancewith the communication situation.


• ask relevant questions in order to acquire, interpret,analyze, and evaluate ideas and information;

• explain their feelings and support their ideas andopinions;

• combine, compare, clarify, and illustrateinformation and situations;

• apply language conventions in order tocommunicate in a wide variety of situations.


• ask probing questions in order to acquire, describe,interpret, analyze, and evaluate ideas andinformation;

• articulate positions relating to their ideas, feelings,and opinions, while demonstrating anunderstanding of a range of different viewpoints;

• nuance and delve deeper into information andsituations;

• independently apply language conventions in orderto communicate in a wide variety of situationsdealing with a range of subjects.



Students will be expected to plan and manage their listening and oral expression by applyingstrategies in accordance with their needs and the communication situation.


• draw upon their experience, their knowledge, andsimple strategies to guide their listening and oralexpression;

• organize information and ideas by choosingstrategies;

• identify their own strategies;

• use print and non-print resources, includingtechnology, to help with their listening and oralexpression.


• draw upon their experience and knowledge, andchoose strategies to guide their listening and oralexpression;

• organize information and ideas by using simplestrategies;

• explain their own strategies;

• explain their choice of print and non-printresources, including technology, to help with theirlistening and oral expression.



Students will be expected to plan and manage their listening and oral expression by applyingstrategies in accordance with their needs and the communication situation.


• draw upon their experience and knowledge, andmodify strategies to guide their listening and oralexpression;

• organize information and ideas by modifying theirstrategies;

• explain and analyze their own strategies;

• adapt print and non-print resources, includingtechnology, to help with their listening and oralexpression.


• draw upon their experience and knowledge, andanalyze their use of strategies to guide theirlistening and oral expression;

• independently organize information and ideas byusing strategies;

• justify their choice of strategies;

• analyze print and non-print resources, includingtechnology, to help with their listening and oralexpression.


Reading and Viewing

Students will be expected to demonstrate their understanding of a range of texts in order tomeet their needs in accordance with the communication situation.


• identify the important information, ideas,opinions, and feelings in a text, as well as its overallmeaning;

• react personally to texts by comparing some of theelements that explain their reaction;

• react analytically to simple texts by identifyingvarious elements.


• identify the relevant information, ideas, opinions,feelings, and details in a text;

• react personally to simple texts by identifying a fewof the elements that explain their reaction;

• react analytically to texts by comparing variouselements.


Reading and Viewing

Students will be expected to demonstrate their understanding of a range of texts in order tomeet their needs in accordance with the communication situation.


• summarize and reformulate information, ideas,opinions, and feelings presented in a text;

• react personally to a wide variety of texts, andjustify their reaction;

• react to a wide variety of texts by criticallyanalyzing various elements.


• reconstruct the content and organization of a text;

• react personally to a wide variety of texts, andevaluate their reaction;

• react to a wide variety of texts by criticallyevaluating various elements.


Reading and Viewing

Students will be expected to plan and manage their reading and viewing by applying strategiesin accordance with their needs and the communication situation.


• draw upon their experience, their knowledge, andsimple strategies to guide their reading and viewing;



• use print and non-print resources, includingtechnology, to help with their understanding oftexts.


• draw upon their experience and knowledge, andchoose strategies to guide their reading andviewing;



• use and explain their choice of print and non-printresources, including technology, to help with theiranalysis of texts.


Reading and Viewing

Students will be expected to plan and manage their reading and viewing by applying strategiesin accordance with their needs and the communication situation.


• draw upon their experience and knowledge, andmodify strategies to guide their reading andviewing;



• use print and non-print resources, includingtechnology, to help with the synthesis of texts.


• draw upon their experience and knowledge, andanalyze their use of strategies to evaluate structureand textual presentation;


• justify their choice of strategies;

• use print and non-print resources, includingtechnology, to help with the evaluation of texts.



Students will be expected to write and represent in order to meet their needs in accordancewith the communication situation.


• write and create simple texts of different types inorder to express their ideas, feelings, and opinions;

• write and create simple texts in order to shareinformation and entertain in a variety of contexts;

• use basic conventions and a few appropriatestylistic elements in a variety of situations.


• write and create simple texts of different types inorder to express and explore their ideas, feelings,and opinions;

• write and create simple texts in order to shareinformation and entertain in a wider variety ofcontexts;

• choose basic conventions and a few appropriatestylistic elements in a number of situations.



Students will be expected to write and represent in order to meet their needs in accordancewith the communication situation.


• write and create texts of different types in order toexplain their feelings and support their ideas andopinions;

• write and create texts in order to combine, clarify,and illustrate information and situations;

• apply conventions and stylistic elements in anumber of situations.


• write and create texts in order to analyze andevaluate positions relating to their ideas, feelings,and opinions;

• write and create texts in order to analyze, evaluate,and delve deeper into information and situations;

• apply and justify conventions and a variety ofstylistic elements in a number of situations.



Students will be expected to plan and manage their productions by applying strategies inaccordance with their needs and the communication situation.

By the end of grade 3, students will be able to:

• draw upon their experience, their knowledge, andsimple strategies to guide their production;



• use print and non-print resources, includingtechnology, to help with the production of texts;

• refer to the writing process to facilitate theproduction of texts.


• draw upon their experience and knowledge, andchoose strategies to guide their production;



• use and explain their choice of print and non-printresources, including technology, to help with theproduction of their texts;

• follow the writing process to facilitate theproduction of texts.



Students will be expected to plan and manage their productions by applying strategies inaccordance with their needs and the communication situation


• draw upon their experience and knowledge, andmodify strategies to guide their production;



• analyze and adapt print and non-print resources,including technology, to help with the productionof texts;

• use all of the components of the writing process tofacilitate the production of texts.


• draw upon their experience and knowledge, andanalyze their use of strategies to guide theirproduction;


• organize information and ideas by modifying theirstrategies; justify their choice of strategies;

• independently evaluate and choose print and non-print resources, including technology, to help withthe production of texts;

• independently use the writing process to facilitatethe production of texts.


Principles Underlyingthe Learning of Frenchin an ImmersionSetting

All French all the time

In immersion, instruction is basedon the principle that the languageand the school subjects taught inthat language are learnedsimultaneously. This means thatstudents learn the language in alldisciplines and that the languagecourse supports the students’ needsin all aspects of their learning.

French - language ofcommunication

Language learning must beintensive without, however, beingtoo overwhelming. Students mustunderstand French and use it tocommunicate. It is thereforeessential that French be the onlylanguage of communication.

Language is acquired in ameaningful context, in accordancewith specific communicationintentions.

Language acquisition is effectivewhen it is carried out in a global,integrated fashion, rather than in afragmented, isolated fashion. Topromote language acquisition anddevelopment of sophisticatedthinking in students, they must beoffered a variety of authentic,meaningful situations brimmingwith ideas and concepts.

Language and thought are inter-related.

Language and thought developtogether and are interdependent.As students develop morecomplicated thinking strategies,they look for more appropriateways of expressing their thoughts.In a second language, thisevolution is slower and poses agreater challenge for both studentsand teacher. For that reason,students must be provided withmany opportunities for interactionin which they negotiate meaningand form and clarify theircommunication strategies.

The development of linguisticproficiency requires the use of thehigher mental processes.

Basic linguistic proficiency meansthe ability to use language toachieve the lower cognitive levelsof Bloom’s taxonomy (knowledge,comprehension, and application).In order to be able to achievegreater linguistic proficiency,students must draw upon themental processes associated withreasoning, thought formulationand manipulation, problemsolving, and so on. Although thecurriculum outcomes in thisdocument introduce the mentalprocesses progressively, the use ofthe higher mental processes(analysis, synthesis, and evaluation)should not be reserved exclusivelyfor older students.

Teachers as excellent languagemodels.

The teacher’s role as a modelspeaker in this context is veryimportant. Students soak up thelanguage that they hear or read.Since, in the majority of cases, theclassroom is the only place wherethey are exposed to French, it isessential that teachers possess anddemonstrate a superior level ofspoken and written language.

Learning and Teaching Contexts

36 Foundation for the Atlantic Canada French Immersion Curriculum

The Nature ofLearning

Research in the field of educationhas enabled us to understand thatlearning is based on the followingprinciples:

Learning occurs in different ways.

Each student is characterised by aspecific way of thinking, acting,and reacting. To respond to thisreality, students must be offered avariety of learning situations thattake into account the learning paceand style of each, while stimulatingtheir different intelligences.

Learning is based on and affectedby experience and priorknowledge.

Learning is influenced by thestudents’ preconceptions andpersonal and cultural experiences,as well as by what they alreadyknow when the educationalexperience is taking place. Inimmersion, the establishment ofconnections between the first andsecond languages must bepromoted, particularly those thatrepresent positive transfers. It isimportant to encourage students toformulate their own hypothesesconcerning communication and toreach personal solutions.

Positive transfers: for example,cognates, prefixes and suffixes.

Exemple concret: concreteexample; la constitution, theconstitution; la province, theprovince ; post- , post- ; préfixe,prefix ; -able, -able, -ible.

Learning is influenced by theatmosphere of the learningenvironment.

Students learn better when theyfeel that they are accepted by theteacher and by their classmates.The more secure the students feelin the learning environment, themore confident they will feel abouttaking risks, learning, anddeveloping positive attitudes andinner visions. In immersion,students must therefore not beafraid to take risks, even if it meansmaking mistakes.

Learning is influenced byattitudes towards the tasks to beperformed.

Students make a physical and anemotional commitment to performtasks when these are meaningful,interesting, and doable. The tasksshould match the students’ talentsand interests, while aiming atachieving the prescribedcurriculum outcomes.

Learning is a development andconstruction process.

Learning is facilitated by the use ofappropriate language in aparticular context. Thecomprehension and ideasdeveloped by the students aregradually expanded andreconstructed as they learn andimprove their ability toconceptualize their experiences. Inimmersion, learning requires activework in terms of meaningconstruction. This involveserecting scaffolding between newacquisitions and prior knowledge.

Learning occurs through problemidentification and solving.

Learning is more meaningful whenthe students work independentlyor in teams to identify and solveproblems. Learning that occurs incooperation with others is asignificant source of motivation,support, and supervision. Thistype of learning helps students toacquire the basic knowledge, skills,and attitudes they will need toexplore increasingly complexconcepts in a more meaningfulcontext.

37Foundation for the Atlantic Canada French Immersion Curriculum

The Nature ofTeaching

In the light of the abovementionedconsiderations concerning thenature of learning, it is clear thatthe students’ learning approachdefines the teaching approach anddetermines the strategies used bythe teacher. The teaching of anysubject must take into account thefollowing principles:

Teaching is designed to make thecontent meaningful to students.

It is the teacher’s job to proposestimulating, motivating learningsituations to the students. Thesesituations use the students’experience, knowledge, andinterests as a starting point andtake into account the targetedcurriculum outcomes.

Teaching is based on an approachwhereby the teacher is guide andfacilitator.

Teachers are not just providers ofknowledge. They should also act asguides and facilitators. Theyshould organize the students’learning so that they can discoverthe elements that will add to theirknowledge. In that way, teachersbecome partners in the dynamicprocess of learning.

Teaching takes place in anatmosphere that favours theintellectual process.

It is up to the teacher to create anon-threatening atmosphere and toprovide the students with manyopportunities to develop suchadvanced mental skills as analysis,synthesis, and evaluation. It is theteacher’s job to imbue the students’interactions with respect, integrity,and security in order to promotereasoning and the intellectualapproach.

Teaching encourages cooperationamong the students.

While allowing time for individualwork, the teacher must promotecooperative work as well. Studentscan work and learn together, but itis up to the teacher to providethem with opportunities tobecome more familiar with thevarious social skills required towork and learn cooperatively.

Teaching promotes a variety oflearning styles.

Teachers will be aware that, inaddition to the variety of learningstyles, there are a variety ofteaching styles. They will firstobserve how the students learnmost effectively, thus discovering

their learning styles and their manyforms of intelligence. Next, theywill implement a range of effectiveteaching strategies.

Teaching provides opportunitiesto think.

Teachers encourage their studentsto use effective strategies so thatthey become aware of how theylearn. Thinking enables thestudents to establish connectionsbetween their new knowledge andwhat they already know. Inaddition, it enables them totransfer what they already know tonew situations and thus acceptresponsibility for building on theirlearning.

Teaching focuses on styles ofreasoning.

Teachers will encourage theirstudents to take risks in reasoningand exploring. They will involvethe students in the learning processso that they can acquire newknowledge and develop criticalreasoning and creative thinkingskills.


The Learning andTeaching Process

It is the teacher’s job to initiate aprocess that helps the learners tofocus on the importantcomponents of the subject beingstudied. Learning in French occursby means of a flexible, cyclicalprocess during which studentsacquire knowledge and skills anddevelop attitudes through practiceand then reflect on that practice.Whether this process is used forone lesson, one unit, or oneproject, it remains basically thesame and applies to all areas ofstudy.

The preparation phase enables thestudents and the teacher to agreeon the task to be performed, howit will be performed, and thecriteria for success. It also makes itpossible to take stock of thestudents’ linguistic needs when itcomes to performing the task.During this phase:

• the targeted curriculumoutcomes are clarified;

• a meaningful contextualizationis proposed; it provides thestudents with what they need toperform the task;

• the students consider andorganize their prior knowledge,their acquisitions, and theirneeds;

• the assessment criteria arediscussed and highlighted;

• a plan takes shape.The performance phase enables thestudents to put most of theircognitive skills into practice. Theyuse French to ask questions,analyze, compare, criticize,

synthesize, and devise solutions.They therefore have to process thecontent of their learning. Duringthis phase:

• the students gather and processinformation;

• the students produce andpresent their results;

• the teacher observes and takesnote of the students’ approach,strategies, and interest;

• the teacher guides the students,opening up pathways andhelping them to become awareof their learning.

The integration phase is a keyelement in academic success. Thisphase requires:

• that the students reflect on theirapproach and their acquisitionsand that they receive feedbackfrom their teacher;

• that the students reinvest theiracquisitions in new situations;

• that the students establishconnections and make transfersto other situations;

• that the teacher reflects on hisor her approach.

Although described in this phase,reflection should occur throughoutthe process in order to encourageanalysis of what is taking place.The same is true of assessment,which is not considered a phasebecause it is ongoing.

Use of OtherResources

Today, students and teachers areliving in an age where changeoccurs quickly and knowledge isincreasing at a tremendous pace. Itis no longer enough or realistic to

acquire knowledge in a given fieldand to expect this knowledge tomeet the needs of a citizen of thenext century. Because of the needfor lifelong learning, the way inwhich we learn becomes moreimportant than the subject beinglearned - students must now “learnhow to learn.”

The multi-resource approach isbased on a philosophy thatadvocates the classroom use of awide range of texts rather than asingle resource. These includemultimedia resources,telecommunications, thecontribution of differentstakeholders, and a wide variety ofavailable documents.

Integration ofInformation andCommunicationTechnologies

Computer technology already playsa major role in our society, wherethe use of computers is becomingmore and more essential. Youngpeople have to live in a dynamicsociety that is constantly changingand evolving. Because of this, theeducation system must preparestudents to live and work in aworld that is becomingincreasingly reliant on technologyand computers.

In schools, there must be a placefor technology in all curricula andin all forms of teaching.Technology is a powerful tool thatprovides access to a multitude ofinformation in all areas ofknowledge. Modern technology isconstantly diversifying its uses and


facilitating its accessibility as ameans of learning.

The integration of technology intoteaching must, first, ensure thedevelopment of knowledge andtechnical skills in the area ofcomputers and, second, improveand diversify the means of learningmade available to students andteachers. Students, alone or inteams, must be encouraged tomake frequent use of technology asa research, creation, production,and communication tool.

Equity and Diversity

Society in Atlantic Canada, as inthe rest of Canada, is linguistically,ethnically, culturally, and sociallydiverse. Our society features avariety of languages, talents, values,and lifestyles. In a learningenvironment characterized bytrust, acceptance, and respect,student diversity is accepted andvalued. In an environment wherethe rights of each student arerespected and where everyone mustrespect the rights of others, thepersonal experience and the racialand ethnocultural heritage of eachare valued.

To contribute to the achievementof equity and quality in education,the French language arts inimmersion curriculum must :

• reflect students’ abilities, needs,interests and learning styles

• expect that all students will besuccessful regardless of gender,racieal and ethnocultrualbackground, social class,lifestyle or ability

• enable students to valueindividual variation amongmembers of the classroomcommunity

Teachers should ensure thatclassroom practices and resourcespositively and accurately reflectdivers perspectives. The selectionand use of a wide range ofresources and learning experiencescan expand the world of studentsand teachers.

Students learn from theirdifferences as well as theirsimilarities. To enhance theirability to appreciate diversity,students need opportunities to :

• communicate with others whomay differ in attitude,knowledge, point of view anddialect

• critically examine differentexperiences and perspectiveswithin social and culturalcontexts

• explore how and why readersfind different meanings in thesame text

• learn about different kinds ofwriting and other ways ofrepresenting experience, pointsof view and ways of thinking

• examine ways in which languageand images are able to create,reinforce and perpetuate gender,cultural and other forms ofstereotyping and biases

• use their own voices tounderstand, shape and sharetheir worlds

• understand, imagine andappreciate realities other thantheir own

• challenge prejudice anddiscrimination which result inunequal opportunities for somemembers of society

Instructional and assessmentpractices should :

• be free of racial, ethnic, cultural,gender and socioeconomic bias

• recognize and address materials,resources and experiences whichexhibit racial, ethnic, cultural,gender and socio-economic biasor which students, parents orteachers perceive to exhibitthose biases

• promote equity by giving eachstudent optimal opportunity tolearn and to demonstrate whathe/she knows and can do


Evaluation of LearningAssessing andEvaluating

Assessment is the systematicprocess of gathering informationon student learning.

Evaluation is the process ofanalysing, reflecting upon, andsummarizing assessmentinformation and makingjudgments or decisions based uponthe information gathered.

Introduction

Assessment and evaluation areessential components of teachingand learning of French. Withouteffective assessment and evaluation,it is impossible to know whetherstudents have learned, whetherteaching has been effective, andhow best to address studentlearning needs. The quality ofassessment and evaluation in theeducational process has a profoundand well-established link to studentperformance. Research consistentlyshows that regular monitoring andfeedback are essential to improvingstudent learning. What is assessedand evaluated, how it is assessedand evaluated and how results arecommunicated send clear messagesto students and others about whatis really valued : what is worthlearning, how it should be learned,what elements of quality areconsidered most important, andhow well students are expected toperform.

Teacher-developed assessments andevaluations have a wide variety ofuses, such as

• providing feedback to improvestudent learning

• determining if curriculumoutcomes have been achieved

• certifying that students haveachieved certain levels ofperformance

• setting goals for future studentlearning

• communicating with parentsabout their children’s learning

• providing information toteachers on the effectiveness oftheir teaching, the program, andthe learning environment

• meeting the needs of guidanceand administrative personnel

Assessment

To determine how well studentsare learning, assessment strategieshave to be designed tosystematically gather informationon the achievement of thecurriculum outcomes. In planningassessments, teachers should use abroad range of strategies in anappropriate balance to givestudents multiple opportunities todemonstrate their knowledge, skillsand attitudes. Many types ofassessment strategies can be used togather such information,including, but not limited to,

• formal and informalobservations

• work samples

• anecdotal records• conferences• teacher-made and other tests• portfolios• learning journal• questioning• performance assessment• peer and self-assessment

Evaluation

Evaluation involves teachers andothers in analysing and reflectingupon information about studentlearning gathered in a variety ofways. This process requires

• developing clear criteria andguidelines for assigning marksor grades to student work

• synthesizing information frommulitple sources

• weighing and balancing allavailable information

• using a high level professionaljudgement in mking decisionsbased upon that information

Reporting

Reporting on student learningshould focus on the extent towhich students have achieved thecurriculum outcomes. Reportinginvolves communicating thesummary and interpretation ofinformation about student learningto various audiences who requireit. Teachers have the responsibilityto explain accurately what progressstudents have made in theirlearning and to respond to parent


Assessment andEvaluation In FrenchImmersion Programs

Instruction and evaluation arecentred around outcomes. Notonly are outcomes used inproviding structured teaching andlearning, but they also provide aframework for assessment andevaluation.

Assessment in French immersionprograms is an integral andongoing part of the learningprocess. Assessment can be used toshape intruction to better ensurestudent success. Assessmentstrategies shoud inform the dailyinstructional process. Moreover,students require frequentopportunities to assess and evaluatetheir own learning andperformance.

In the French immersionclassroom, there should be abalanced approach to assessment inwhich emphasis is given to thelearning process as well as theproducts of learning. Assessmentshould reflect the followingpractices :

• assessing rich, well-structuredknowledge

• designing assessment tasks inways that recognize variouslearning styles

• engaging students in ongoingassessment of their work andthat of others

• assessing the learning process• assessing a variety of products• assessing to inform effective

planning and instruction

and student inquiries aboutlearning.

Narrative reports on progress andachievement can provideinformation on student learningthat letter or number grades alonecannot. Such reports might, forexample, suggest ways in whichstudents can improve their learningand identify ways in whichteachers and parents can bestprovide support.

Effective communication withparents regarding their children’sprogress isessential in fosteringsuccessful home-schoolpartnerships. The report card isone means of reporting individualstudent progress. Other meansinclude the use of conferences,notes, and phone calls.

Guiding Principles

In order to provide accurate,useful information about theachievement and instructionalneeds of students, certain guidingprinciples for the development,administration, and use ofassessments must be followed.Principles for Fair StudentAssessment Practices for Educationin Canada articulates five basicassessment principles.

• Assessment strategies shoudl beappropriate for and compatiblewith the purpose and context ofthe assessment

• Students should be providedwith sufficient opportunity todemonstrate knowledge skills,attitudes, or behaviours beingassessed

• Procedures for judging orscoring student performanceshould be appropriate for theassessment strategy used and beconsistently applied andmonitored

• Procedures for summarizing andinterpreting assessment resultsshould yield accurate andinformative representations of astudent’s performance inrelation to the curriculumoutcomes for the reportingperiod.

• Assessment reports should beclear, accurate, and of practicalvalue to the audience for whomthey are intended.

These principles highlight theneed for assessment that ensuresthat

• the best interests of the studentare paramount

• assessment informs teaching andpromotes learning

• assessment is an integral andongoing part of the leariningprocess and is clearly related tothe curriculum outcomes

• assessment is fair and equitableto all students and involvesmultiple sources of information

While assessments may be used fordifferent purposes and audiences,all assessments must give eachstudent optimal opportunity todemonstrate what he/she knowsand can do.


These practices should be reflectedin the variety of teaching andassessement strategies that teachersuse. The following, in addition tostrategies listed previously, form anon-exhaustive list of methodscontributing to balancedassessment practices :

• case studies• interviews• rubrics• simulations• checklists• reports• questionnaires• oral presentations• role plays• debates• panel discussions• learning contracts• demonstrations• interpretation and creation of

graphical representations• various written forms

External Evaluation

Administration of externallyprepared assessments is on a largescale in comparison to classroomassessments and often involveshundreds, sometimes thousands, of

students, allowing for use of resultsat the provincial, district, and/orschool levels. Depending on thecomprehensiveness of theassessment, information can beused for all of the same purposes asclassroom-base assessment, but itcan alson serve additionaladministrative and accountabilitypurposes, such as for admissions,placement, student certification,educational diagnosis, andprogram evaluation. Externalassessments offer commonstandards for assessment and foradministration, scoring, andreporting, which allow forcomparison of results over time.Each provincial department ofeducation makes decisions onwhether or not to administerexternal assessments.

Program and System

Evaluation

The results from both external andinternal assessments of studentachievement can be used to varyingdegrees for program and systemevaluation. External assessmentresults, however, are morecomparable across various groups

and are therefore more commonlythe basis for these types ofevaluation.

In essence, the main differencebetween student evaluation andprogram and system evaluations isin how the resultes are used. Inprogram evaluation, marks orscores for individual students arenot the primary focus of theassessment- it is the effectiveness ofthe program that is evaluated, andthe results are used to show theextent to which the manyoutcomes of the program areachieved.

When results are used for systemevaluation, the focus is on how thevarious levels and groups withinthe system, such as classrooms,schools, districts, and so on, areachieving the intended outcomes.In many ways, student andprogram evaluation are very muchthe same, in that both emphasizeobtaining student informationconcerning the extent to whichstudents have achieved curriculumoutcomes.


BibliographyAssociation canadienne de professeurs d’immersion.Recueil d’activités culturelles, l’immersion etl’interculturalisme : ouverture à la francophonie et auxautres cultures, Nepean, Ontario, ACPI 1995.

Atlantic Provinces Education Foundation. Foundationfor the Atlantic Canada English Language ArtsCurriculum, 1996.

Atlantic Provinces Education Foundation. Foundationfor Atlantic Canada Mathematics, 1996.

Fondation d’éducation des provinces atlantiques.Apprentissage et enseignement en immersiontardive.1996

Fondation d’éducation des provinces atlantiques.Programme d’étude de français : immersiontardive.1996

Ministère de l’éducation et de la culture de laNouvelle-Écosse. Programme d’étude de françaisimmersion maternelle à la 3 ème année. 1998

Ministère de l’éducation et de la culture de laNouvelle-Écosse. Programme d’étude de françaisimmersion 4 ème à la 6 ème année. 1998

Ministère de l’éducation et de la culture de laNouvelle-Écosse. Programme d’étude du cours defrançais immersion 10-12 années. 1999

Protocole de collaboration concernant l’éducationde base dans l’Ouest canadien. Cadre commun desrésultats d’apprentissage en français langue seconde -immersion (M-12). Septembre 1996.

University of Alberta – Centre for Research inApplied Measurement and Evaluation. Principesd’équité relatifs aux pratiques d’évaluation desapprentissages scolaires au Canada. 1993

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