The assumption underlying all materials on the website is that the primary goal of French language education is the development of the ability to communicate in the language in an increasingly globalized world. As a result, the development of intercultural communicative competence[1] should be the end goal of language instruction. A strong form of communicative language teaching (CLT)[2] has been adopted in the design of all materials. A strong form of CLT views communication not as an end in the learning process, but rather the means to develop communicative competence. In other words, communicating in meaningful contexts is viewed as the primary driving force for language development. Hence, the lesson plans and individual tasks on the website are structured around engaging learners in French language usage through scaffolded games and activities. The following assumptions about second language pedagogy have been embedded into the design of all tasks and lesson plans:
Based on these assumptions, the following special features have been included in the design of the materials created by the Lethbridge Curriculum Developers Group:
Cited Works
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.
Wesche, M.B., & Skehan, P. (2002). Communicative, task-based, and content-based language instruction. In R.B. Kaplan (ed.), The Oxford handbook of applied linguistics. Oxford: Oxford University Press.
Willis, J. (1996). A framework for task-based learning. Harlow, UK: Addison Wesley Longman.
[1] Byram (1997)
[2] Wesche & Skehan (2002)
[3] Ellis (1997)
[4] Willis (1996)
- Language learning should be fun and engaging
- The main focus of instruction should be on using language to express meaning and complete tasks rather than analyzing language
- The explicit analysis/ introduction of linguistic features should be based on learner needs and used to facilitate improved communication
- Declarative knowledge does not necessarily translate into procedural knowledge; however, awareness of linguistic features can foster language acquisition[3]
- Communication relies upon linguistic and cultural knowledge, therefore, culture should be embedded in instruction and classroom activities as much as possible
- Learning vocabulary and key phrases requires repetitive exposure using multiple modalities
- Language learning and the ability to communicate effectively are facilitated by the use of strategies
- Incorporating multiple modalities in instruction (e.g., input-based and output-based tasks) will facilitate the development of all four skills (i.e., reading, writing, listening, and speaking)
- Exposure to linguistic variation will better prepare learners for navigating an increasingly complex linguistic and cultural landscape
- Acquiring a second language is a non-linear, organic process that follows a different timeline for each individual
Based on these assumptions, the following special features have been included in the design of the materials created by the Lethbridge Curriculum Developers Group:
- Materials are grounded in the principles of task-based language teaching (TBLT) (see Task-Based Language Teaching tab)
- Lesson plans incorporate Willis’ [4] task framework – pre-task, task, post-task
- Consciousness-raising activities – activities that direct attention to particular linguistic features without necessarily requiring production – have been included throughout lessons to promote awareness and acquisition
- Exposure to linguistic difference has been facilitated through audio recordings that include native speakers and non-native speakers of French from various regions around the world (see Linguistic Background Inventory below for further elaboration) and notes embedded within lesson plans and materials about regional variations in language usage
- Content has been included to expand student understanding about big ‘C’ Culture (objective, tangible elements of culture) and little ‘c’ culture (subjective, tacit elements of culture) related to Francophone cultures across the globe, including opportunities for the exploration of intercultural themes
Cited Works
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.
Wesche, M.B., & Skehan, P. (2002). Communicative, task-based, and content-based language instruction. In R.B. Kaplan (ed.), The Oxford handbook of applied linguistics. Oxford: Oxford University Press.
Willis, J. (1996). A framework for task-based learning. Harlow, UK: Addison Wesley Longman.
[1] Byram (1997)
[2] Wesche & Skehan (2002)
[3] Ellis (1997)
[4] Willis (1996)