Core French

Goals and Rationale

Rationale

Acquiring a new language opens the door to a world of new experiences. As students study a new language, they develop an understanding and appreciation of other people, cultures, beliefs, and ways of life, while also developing a deeper understanding of their own culture and personal identity. They learn new ways to think, learn, and communicate with others, and gain a new perspective on their experiences and the world around them.

As one of Canada’s two official languages, French is a vital part of the Canadian identity. Being able to communicate in both official languages opens the door to unique educational, travel, and career opportunities throughout Canada and the world. French is spoken by over 270 million people worldwide and is an official language of 29 countries. Learners who are proficient in French are able to explore and deepen their understanding of the richness and diversity of la francophonie, the global French-speaking community.

Acquiring French deepens learners’ understanding of the important relationship between language and culture and allows students to transcend cultural boundaries and biases. As globalization increases, it is important that learners become aware that they are a part of a rich cultural and linguistic diversity. Developing linguistic and intercultural competencies increases students’ ability to understand and communicate effectively with people across Canada and around the world.

Canada’s unique cultural heritage is composed of a variety of experiences and perspectives, from those of First Nations, Métis, and Inuit to those of people newly arrived in our country. These rich and varied tapestries of experience are a part of the historical and contemporary foundation of Canada. This curriculum offers opportunities for learners to explore, understand, respect, and appreciate their own and others’ cultural heritage.

As learners gain proficiency in French, they develop many competencies essential to their continued success in life, including critical thinking, creative thinking, and communication skills. For example, learning an additional language is known to enhance students’ learning and literacy in their first language, as well as contributing to their overall cognitive development. As they learn to communicate clearly and effectively in French, students gain transferable skills and processes that contribute to their proficiency as communicators in their other language(s).

Goals

The B.C. Core French curriculum aims to support students' development as educated citizens through the achievement of the following goals. Students are expected to

  • use French as a form of self-expression
  • communicate with purpose and confidence in French
  • explore a variety of French-language texts
  • appreciate the interconnectedness of language and culture
  • expand their understanding and appreciation of other cultures
  • deepen their understanding of their first language and of their own cultural identity
  • understand the educational, travel, and career opportunities that acquiring an additional language offers
  • foster an appreciation of learning languages

 

American Sign Language – Rationale and Goals

Rationale

Acquiring a new language opens the door to a world of new experiences. As students study a new language, they develop an understanding and appreciation of other people, cultures, beliefs, and ways of life, while also developing a deeper understanding of their own culture and personal identity. They learn new ways to think, learn, and communicate with others, and gain a new perspective on their experiences and the world around them. The study of American Sign Language (ASL) rewards students with these and other benefits.

For many people who are deaf or experience hearing loss, ASL is the language of choice in North America. Since the publication of linguist William Stokoe’s Sign Language Structure in 1960, ASL has been recognized as a complete and complex language with its own grammatical rules and syntax, which are not based on, or derived from, any spoken or written language. It is a visual language.  

ASL is an integral part of North American Deaf culture and community. Individuals who are deaf have traditionally been seen as people with a disability. However, Deaf culture values deafness not as a disability but rather as a characteristic of a community’s cohesive cultural identity. A key feature of this cohesive culture is its language. Deaf culture, like all cultures, is based on a community of people who use the same language to communicate, and ASL reflects the values and norms for interaction within that cultural language group. In the ASL curriculum for Grades 5 to 12, students are provided with opportunities to learn about Deaf culture and community through exposure to the language, history, customs, and arts of Deaf people.

Canada’s unique cultural heritage, a rich and varied tapestry of experiences and perspectives – from those of First Nations, Métis, and Inuit to those of people newly arrived – is part of the historical and contemporary foundation of our country. The ASL curriculum offers opportunities for students to explore, understand, respect, and appreciate their own and others’ cultural heritage.

The study of ASL supports many careers and professions. In medicine, dentistry, the hospitality industry, education, and other career areas, the ability to communicate easily with Deaf adults and children through ASL is a great asset. It is becoming increasingly important for organizations that provide services to the Deaf community to have employees who are proficient in ASL.

The study of ASL not only develops the knowledge, skills, and attitudes needed to understand and communicate effectively in ASL but also expands students’ knowledge of language learning in general. In using ASL to create and convey meaning, students can discover new ways to express their individuality. Communicating in authentic situations in another language increases self-confidence in communication skills, enhances students’ critical thinking, and promotes respect for others regardless of differences.

Goals

The B.C. American Sign Language (ASL) curriculum aims to support students’ development as educated citizens through the achievement of the following goals. Students are expected to:

  • use ASL as a form of self-expression
  • communicate with purpose and confidence in ASL
  • appreciate the interconnectedness of language and culture
  • expand their understanding and appreciation of other cultures
  • deepen their understanding of their first language(s) and of their own cultural identity
  • understand the educational, travel, and career opportunities that acquiring an additional language offers
  • recognize the benefits of language-learning

German – Rationale and Goals

Rationale

Acquiring a new language opens the door to a world of new experiences. As students study a new language, they develop an understanding and appreciation of other people, cultures, beliefs, and ways of life, while also developing a deeper understanding of their own culture and personal identity. They learn new ways to think, learn, and communicate with others, and gain a new perspective on their experiences and the world around them. The study of German rewards students with these and other benefits.

Being able to communicate in more than one language provides students with unique educational, interpersonal, and career opportunities throughout Canada and the world. German is spoken by over 100 million people and is an official language of five European countries. It is the most widely spoken language in Europe and the second-most commonly used scientific language in the world. Learners who are proficient in German are able to explore and deepen their understanding of the cultural richness of the world’s German communities.

Acquiring German deepens students’ understanding of the important relationship between language and culture and allows students to transcend cultural boundaries and biases. It fosters both appreciation of traditional and contemporary cultures and positive attitudes toward cultural diversity and commonality.

Canada’s unique cultural heritage, a rich and varied tapestry of experiences and perspectives – from those of First Nations, Métis, and Inuit to those of people newly arrived – is part of the historical and contemporary foundation of our country. The German curriculum offers opportunities for learners to explore, understand, respect, and appreciate their own and others’ cultural heritage.

With continuing globalization, it is important for students to become aware that they are a part of a rich cultural and linguistic diversity. Developing linguistic and intercultural competencies increases students’ ability to understand and communicate effectively with people from around the world.

As students gain proficiency in German, they develop many competencies essential to their continued success in life, including critical thinking, creative thinking, and communication skills. For example, learning an additional language is known to enhance students’ learning and literacy in their first language and contribute to their overall cognitive development. As they learn to communicate clearly and effectively in German, students gain transferable skills and processes that increase their proficiency as communicators in their other languages.

Goals

The B.C. German curriculum aims to support students’ development as educated citizens through the achievement of the following goals. Students are expected to:

  • use German as a form of self-expression
  • communicate with purpose and confidence in German
  • explore a variety of German-language texts
  • appreciate the interconnectedness of language and culture
  • expand their understanding and appreciation of other cultures
  • deepen their understanding of their first language(s) and of their own cultural identity
  • understand the educational, travel, and career opportunities that acquiring an additional language offers
  • recognize the benefits of language-learning

Italian – Goals and Rationale

Rationale

Acquiring a new language opens the door to a world of new experiences. As students study a new language, they develop an understanding and appreciation of other people, cultures, beliefs, and ways of life, while also developing a deeper understanding of their own culture and personal identity. They learn new ways to think, learn, and communicate with others, and gain a new perspective on their experiences and the world around them. The study of Italian rewards students with these and other benefits.

Being able to communicate in more than one language provides students with unique educational, interpersonal, and career opportunities throughout Canada and the world. Students who are proficient in Italian are able to explore and deepen their understanding of the richness and diversity of Italian culture, language, and people. Italian plays an integral role in music, opera, visual arts, design, fashion, and food. Learning about the Italian way of life can increase students’ aesthetic appreciation of art and culture. Rooted in Latin, Italian is one of the world’s oldest and richest modern languages of Indo-European origin. Since Latin has influenced many languages, learning about it through the study of Italian can help students understand the origin of many Romance languages.

Acquiring Italian deepens students’ understanding of the important relationship between language and culture and allows students to transcend cultural boundaries and biases. It fosters both appreciation of traditional and contemporary cultures and positive attitudes toward cultural diversity and commonality.

Canada’s unique cultural heritage, a rich and varied tapestry of experiences and perspectives – from those of First Nations, Métis, and Inuit to those of people newly arrived – is part of the historical and contemporary foundation of our country. The Italian curriculum offers opportunities for students to explore, understand, respect, and appreciate their own and others’ cultural heritage.

With continuing globalization, it is important for students to become aware that they are a part of a rich cultural and linguistic diversity. Developing linguistic and intercultural competencies increases students’ ability to understand and communicate effectively with people from around the world.

As students gain proficiency in Italian, they develop many competencies essential to their continued success in life, including critical thinking, creative thinking, and communication skills. For example, learning an additional language is known to enhance students’ learning and literacy in their first language and contribute to their overall cognitive development. As they learn to communicate clearly and effectively in Italian, students gain transferable skills and processes that increase their proficiency as communicators in their other languages.

Goals

The B.C. Italian curriculum aims to support students’ development as educated citizens through the achievement of the following goals. Students are expected to:

  • use Italian as a form of self-expression
  • communicate with purpose and confidence in Italian
  • explore a variety of Italian-language texts
  • appreciate the interconnectedness of language and culture
  • expand their understanding and appreciation of other cultures
  • deepen their understanding of their first language(s) and of their own cultural identity
  • understand the educational, travel, and career opportunities that acquiring an additional language offers
  • recognize the benefits of language-learning

Japanese – Rationale and Goals

Rationale

Acquiring a new language opens the door to a world of new experiences. As students study a new language, they develop an understanding and appreciation of other people, cultures, beliefs, and ways of life, while also developing a deeper understanding of their own culture and personal identity. They learn new ways to think, learn, and communicate with others, and gain a new perspective on their experiences and the world around them. The study of Japanese rewards students with these and other benefits.

Being able to communicate in more than one language provides students with unique educational, interpersonal, and career opportunities throughout Canada and the world. Students who are proficient in Japanese are able to explore and deepen their understanding of the richness and diversity of Japanese culture, language, and people.

Acquiring Japanese deepens students’ understanding of the important relationship between language and culture and allows students to transcend cultural boundaries and biases. It fosters both appreciation of traditional and contemporary cultures and positive attitudes toward cultural diversity and commonality.

Canada’s unique cultural heritage, a rich and varied tapestry of experiences and perspectives – from those of First Nations, Métis, and Inuit to those of people newly arrived – is part of the historical and contemporary foundation of our country. The Japanese curriculum offers opportunities for students to explore, understand, respect, and appreciate their own and others’ cultural heritage.

With continuing globalization, it is important for students to become aware that they are part of a rich cultural and linguistic diversity. Developing linguistic and intercultural competencies increases students’ ability to understand and communicate effectively with people from around the world.

As students gain proficiency in Japanese, they develop many competencies essential to their continued success in life, including critical thinking, creative thinking, and communication skills. For example, learning an additional language is known to enhance students’ learning and literacy in their first language and contribute to their overall cognitive development. As they learn to communicate clearly and effectively in Japanese, students gain transferable skills and processes that increase their proficiency as communicators in their other languages.

Goals

The B.C. Japanese curriculum aims to support students’ development as educated citizens through the achievement of the following goals. Students are expected to:

  • use Japanese as a form of self-expression
  • communicate with purpose and confidence in Japanese
  • explore a variety of Japanese-language texts
  • appreciate the interconnectedness of language and culture
  • expand their understanding and appreciation of other cultures
  • deepen their understanding of their first language(s) and of their own cultural identity
  • understand the educational, travel, and career opportunities that acquiring an additional language offers
  • recognize the benefits of language-learning

 

Korean – Rationale and Goals

Rationale

Acquiring a new language opens the door to a world of new experiences. As students study a new language, they develop an understanding and appreciation of other people, cultures, beliefs, and ways of life, while also developing a deeper understanding of their own culture and personal identity. They learn new ways to think, learn, and communicate with others, and gain a new perspective on their experiences and the world around them. The study of Korean rewards students with these and other benefits.

Being able to communicate in more than one language provides students with unique educational, interpersonal, and career opportunities throughout Canada and the world. British Columbia and Canada have growing economic and cultural connections with Korea. Students learning Korean will be able to explore and deepen their understanding of the richness and diversity of Korean-speaking communities both in Canada and around the world.

Acquiring Korean deepens students’ understanding of the important relationship between language and culture and allows students to transcend cultural boundaries and biases. It fosters both appreciation of traditional and contemporary cultures and positive attitudes toward cultural diversity and commonality.

Canada’s unique cultural heritage, a rich and varied tapestry of experiences and perspectives – from those of First Nations, Métis, and Inuit to those of people newly arrived – is part of the historical and contemporary foundation of our country. The Korean curriculum offers opportunities for students to explore, understand, respect, and appreciate their own and others’ cultural heritage.

With continuing globalization, it is important for students to become aware that they are part of a rich cultural and linguistic diversity. Developing linguistic and intercultural competencies increases students’ ability to understand and communicate effectively with people from around the world.

As students gain proficiency in Korean, they develop many competencies essential to their continued success in life, including critical thinking, creative thinking, and communication skills. For example, learning an additional language is known to enhance students’ learning and literacy in their first language and contribute to their overall cognitive development. As they learn to communicate clearly and effectively in Korean, students gain transferable skills and processes that increase their proficiency as communicators in their other languages.

Goals

The B.C. Korean curriculum aims to support students’ development as educated citizens through the achievement of the following goals. Students are expected to:

  • use Korean as a form of self-expression
  • communicate with purpose and confidence in Korean
  • explore a variety of Korean-language texts
  • appreciate the interconnectedness of language and culture
  • expand their understanding and appreciation of other cultures
  • deepen their understanding of their first language(s) and of their own cultural identity
  • understand the educational, travel, and career opportunities that acquiring an additional language offers
  • recognize the benefits of language-learning

Mandarin – Rationale and Goals

Rationale

Acquiring a new language opens the door to a world of new experiences. As students study a new language, they develop an understanding and appreciation of other people, cultures, beliefs, and ways of life, while also developing a deeper understanding of their own culture and personal identity. They learn new ways to think, learn, and communicate with others, and gain a new perspective on their experiences and the world around them. The study of Mandarin rewards students with these and other benefits.

Being able to communicate in more than one language provides students with unique educational, interpersonal, and career opportunities throughout Canada and the world. With a history of thousands of years, Chinese languages are among the world’s oldest continuously spoken languages. Mandarin is the most widely spoken language in the world, with almost one billion native speakers. In Canada, over one million people use Chinese languages, and Chinese communities are among the fastest-growing communities nationwide.

Acquiring Mandarin deepens students’ understanding of the important relationship between language and culture and allows students to transcend cultural boundaries and biases. It fosters both appreciation of traditional and contemporary cultures and positive attitudes toward cultural diversity and commonality.

Canada’s unique cultural heritage, a rich and varied tapestry of experiences and perspectives – from those of First Nations, Métis, and Inuit to those of people newly arrived – is part of the historical and contemporary foundation of our country. The Mandarin curriculum offers opportunities for students to explore, understand, respect, and appreciate their own and others’ cultural heritage.

With continuing globalization, it is important for students to become aware that they are part of a rich cultural and linguistic diversity. Developing linguistic and intercultural competencies increases students’ ability to understand and communicate effectively with people from around the world.

As students gain proficiency in Mandarin, they develop many competencies essential to their continued success in life, including critical thinking, creative thinking, and communication skills. For example, learning an additional language is known to enhance students’ learning and literacy in their first language and contribute to their overall cognitive development. As they learn to communicate clearly and effectively in Mandarin, students gain transferable skills and processes that increase their proficiency as communicators in their other languages.

Goals

The B.C. Mandarin curriculum aims to support students’ development as educated citizens through the achievement of the following goals. Students are expected to:

  • use Mandarin as a form of self-expression
  • communicate with purpose and confidence in Mandarin
  • explore a variety of Mandarin-language texts
  • appreciate the interconnectedness of language and culture
  • expand their understanding and appreciation of other cultures
  • deepen their understanding of their first language(s) and of their own cultural identity
  • understand the educational, travel, and career opportunities that acquiring an additional language offers
  • recognize the benefits of language-learning

Punjabi – Rationale and Goals

Rationale

Acquiring a new language opens the door to a world of new experiences. As students study a new language, they develop an understanding and appreciation of other people, cultures, beliefs, and ways of life, while also developing a deeper understanding of their own culture and personal identity. They learn new ways to think, learn, and communicate with others, and gain a new perspective on their experiences and the world around them. The study of Punjabi rewards students with these and other benefits.

Being able to communicate in more than one language provides students with unique educational, interpersonal, and career opportunities throughout Canada and the world. Punjabi is spoken by millions of people worldwide. Being proficient in Punjabi equips students for interacting with the global Punjabi-speaking community, expanding their career opportunities. Students who are proficient in Punjabi are able to explore and deepen their understanding of the richness and diversity of the Punjabi language and culture.

Acquiring Punjabi deepens students’ understanding of the important relationship between language and culture and allows students to transcend cultural boundaries and biases. It fosters both appreciation of traditional and contemporary cultures and positive attitudes toward cultural diversity and commonality.

Canada’s unique cultural heritage, a rich and varied tapestry of experiences and perspectives – from those of First Nations, Métis, and Inuit to those of people newly arrived – is part of the historical and contemporary foundation of our country. The Punjabi curriculum offers opportunities for students to explore, understand, respect, and appreciate their own and others’ cultural heritage.

With continuing globalization, it is important for students to become aware that they are a part of a rich cultural and linguistic diversity. Developing linguistic and intercultural competencies increases students’ ability to understand and communicate effectively with people from around the world.

As students gain proficiency in Punjabi, they develop many competencies essential to their continued success in life, including critical thinking, creative thinking, and communication skills. For example, learning an additional language is known to enhance students’ learning and literacy in their first language and contribute to their overall cognitive development. As they learn to communicate clearly and effectively in Punjabi, students gain transferable skills and processes that increase their proficiency as communicators in their other languages.

Goals

The B.C. Punjabi curriculum aims to support students’ development as educated citizens through the achievement of the following goals. Students are expected to:

  • use Punjabi as a form of self-expression
  • communicate with purpose and confidence in Punjabi
  • explore a variety of Punjabi-language texts
  • appreciate the interconnectedness of language and culture
  • expand their understanding and appreciation of other cultures
  • deepen their understanding of their first language(s) and of their own cultural identity
  • understand the educational, travel, and career opportunities that acquiring an additional language offers
  • recognize the benefits of language-learning

Spanish – Rationale and Goals

Rationale

Acquiring a new language opens the door to a world of new experiences. As students study a new language, they develop an appreciation of other people, cultures, beliefs, and ways of life, while also developing a deeper understanding of their own culture and personal identity. They learn new ways to think, learn, and communicate with others, and gain a new perspective on their experiences and the world around them. The study of Spanish rewards students with these and other benefits.

Being able to communicate in more than one language provides students with unique educational, interpersonal, and career opportunities throughout Canada and the world. Spanish is the second-most widely spoken language in the world, with almost 400 million native speakers and with more than 750,000 speakers of Spanish in Canada. Students who are proficient in Spanish are able to explore and deepen their understanding of the richness and diversity of the global Hispanic community.

Acquiring Spanish deepens students’ understanding of the important relationship between language and culture and allows students to transcend cultural boundaries and biases. It fosters both appreciation of traditional and contemporary cultures and positive attitudes toward cultural diversity and commonality.

Canada’s unique cultural heritage, a rich and varied tapestry of experiences and perspectives – from those of First Nations, Métis, and Inuit to those of people newly arrived – is part of the historical and contemporary foundation of our country. The Spanish curriculum offers opportunities for students to explore, understand, respect, and appreciate their own and others’ cultural heritage.

With continuing globalization, it is important for students to become aware that they are part of a rich cultural and linguistic diversity. Developing linguistic and intercultural competencies increases students’ ability to understand and communicate effectively with people from around the world.

As students gain proficiency in Spanish, they develop many competencies essential to their continued success in life, including critical thinking, creative thinking, and communication skills. For example, learning an additional language is known to enhance students’ learning and literacy in their first language and contribute to their overall cognitive development. As they learn to communicate clearly and effectively in Spanish, students gain transferable skills and processes that increase their proficiency as communicators in their other languages.

Goals

The B.C. Spanish curriculum aims to support students’ development as educated citizens through the achievement of the following goals. Students are expected to:

  • use Spanish as a form of self-expression
  • communicate with purpose and confidence in Spanish
  • explore a variety of Spanish-language texts
  • appreciate the interconnectedness of language and culture
  • expand their understanding and appreciation of other cultures
  • deepen their understanding of their first language(s) and of their own cultural identity
  • understand the educational, travel, and career opportunities that acquiring an additional language offers
  • recognize the benefits of learning languages