Langue et culture de la francophonie 12

Français langue seconde - immersion K 1 2 3 4 5 6 6T 7 7T 8 9 10 11 12
Curriculum Langue et culture de la francophonie 12e
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Communicating and living in French fosters a sense of belonging to the Francophone community.
Linguistic variations
Linguistic variations
variations in phonics (accents), lexicon (expressions), and grammar (structures) 
offer cultural reference points
cultural reference points
events, heritage objects and objects from everyday life, territorial references, artistic accomplishments, scientific discoveries, media products, values, lifestyles, characters and/or personalities 
within the French-speaking world
French-speaking world
profile of communities using French in various geographic or social spaces 
.
Learning French helps students establish their place in the world and forge their identity by opening doors in their personal, social, and work life.
The life experience, culture, and current context
context
family, language, personal experiences 
of the audience influence the interpretation of a text
text
oral, written, visual 
.
Linguistic and cultural identities are shaped by what we hear, see, read, and write.
The exploration of texts reveals the depth and complexity of human life.

Learning Standards

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Curricular Competencies

Students are expected to do the following, using oral, written, and visual media:
Use their language and cultural knowledge to discover their identity
identity
  • Francophone: a person whose mother tongue is French;
  • Francophile: a (non-Francophone) person who appreciates aspects (language, culture, civilization) of French Canada and
    the French-speaking world;
  • French-Canadian
 
 within the French-speaking world
Evaluate the role that bilingualism plays in their personal and work life
Interpret
Interpret
explain, seek to render understandable that which is complicated, ambiguous; find meaning 
 a text to identify explicit and implicit messages
Analyze the influence and importance of social, historical, and cultural contexts
social, historical, and cultural contexts
understand that the author wrote from a perspective that was influenced by social, historical, and cultural factors (family, education, community, religion, immigration, values, perspectives, political events, economic situation); understand the link between text and context 
 as well as diversity
diversity
ethnic, sexual, religious, gender identity, gender expression 
 in approaching 
approaching 
tackle, present, and interpret 
various texts
texts
oral, written, visual 
Interact with Francophones and have life experiences in the French-speaking world
Interact with Francophones and have life experiences in the French-speaking world
blogs, class or school visits (including online or virtual visits), concerts, discussions, festivals, films, correspondence, plays, social media, stores or restaurants offering service in French 
Compare the roles that stories and the oral tradition play
roles that stories and the oral tradition play
  • in Francophone cultures: to transmit language, traditions, history, perspectives, teachings
  • in First Peoples cultures: to transmit traditions, worldviews, teachings, history, attachment to the land
 
 in Francophone and First Peoples cultures
Examine
Examine
reflectively consider after identifying and exploring the problem statement 
 a problem statement from the perspective of Francophone and First Peoples cultures in order to understand the issues at hand
Compare their personal values and points of view with those expressed in a text in order to call into question their opinions
Identify the type and intention
intention
to inform, convince, persuade, entertain 
 of a text
Apply appropriate strategies in a variety of contexts in order to understand a text
Exercise critical thinking
Exercise critical thinking
ask questions and seek answers 
, clarity, and coherence in responding to texts
Evaluate the acquisition of new knowledge concerning a text

Create and Communicate

Communicate using a variety of expressions and presentation formats
presentation formats
digital, visual, oral (e.g., graphics, illustrations, music clips, photographs, tables, videos) 
 according to the context
Sustain a discussion by sharing relevant ideas
Persuade
Persuade
appeal to the emotions of the audience (verbal and non-verbal) 
 or convince
convince
appeal to the logic of the audience (verbal and non-verbal) 
 their audience by using appropriate strategies
Synthesize ideas and information gleaned from a text
Modify their communication by applying enrichment strategies
enrichment strategies
complex sentence structures, polished vocabulary 
 in order to polish the text
Correct themselves spontaneously by applying their linguistic knowledge
Select writing processes 
writing processes 
planning, drafting, revising, proofing, publication 
and design methods to plan, develop, and create texts for a variety of purposes and audiences
Select various styles of elocution
elocution
manner of expressing oneself orally and of articulating and linking sentences 
 in their oral communications in order to create the desired effect

Content

Students are expected to be able to know and understand the following in various contexts:
communication strategies
  • language registers
    language registers
    slang, everyday language, and formal language 
  • taking the floor
  • courtesy formulas
    courtesy formulas
    greetings, taking leave, level of formality (tutoiement and vouvoiement, pourriez-vous) 
social, historical, and cultural elements
  • traditions
    traditions
    social practices shared within a group, a people, an era (e.g. kissing on the cheek, table manners) 
    and customs
  • protocols for using First Peoples stories
    protocols for using First Peoples stories
    First Peoples stories are often subject to usage protocols (who they belong to, where and when they can be shared and by whom); First Peoples programs within the school board can provide assistance and advice regarding local protocols 
literary elements
  • stylistic devices
    stylistic devices
    techniques that make what we want to say more expressive, impressive, and convincing in order to create an effect on the audience of a text 
  • semantic field
    semantic field
    set of words (verbs, nouns, adjectives, synonyms) pertaining to a given theme 
  • expressions
    expressions
    idiomatic, regional 
text organization
  • structure of texts
    texts
    see course description 
language elements
  • structure of impersonal sentences
    impersonal sentences
    sentences without a defined or clear subject (e.g., Il a neigé toute la nuit; On encourage une alimentation saine) 
  • verb tenses and modes
    verb tenses and modes
    present and past infinitive, present subjunctive 
  • dialects
  • idiomatic expressions
    idiomatic expressions
     il tombe des peaux de lièvres, il tombe des clous, il pleut à boire debout, il pleut comme une vache qui pisse, il pleut des hallebardes 
editing strategies
editing strategies
rereading, consulting reference tools, using a revision grid 
elements to enrich a text
  • clarity
    clarity
    use of appropriate words 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.