'C A NADIA NTHESE S

NOV 8 190

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ASP~~S-"'OF LIF~, EAR~Y QUE~EC

A The si s _--...,.

.. The

F.~dE~~cadon

^.

Depa r tllont of Cu rr ic u l uliandrnstrucrton Me mori a l Univ ~ Ts ityo f'N"e w found l r d

In

Partial Fulfillme nt of the""Requi r e ments. for the"De g r ee.

Master ofEducatio n' .

~ '

"Rober t Wayne Barb o ur

De c embe r H8l I; .

. .

l

____ .i i .

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I

.1

ABSTRACi

,

The purp ose'0"£the pre sent5tud ywas todevel op

a cUl tur~l. i in~Ul'dC mopu~e

^fO,ruse

in

th e

~rad~

^"10.

Fren'ch.p rogra m presentl y.h~ing^u.sl!d.i~ Ne·wfoundland schools, The:odule Iecuses 'on'life'i n early

'Q,u~ebec^{as'se e n}thr o u gh the .eye s of.t he earl y'

inhab.itants.

S'lid~S'rep res'enting ~o~e^{0'£the early} se t t l e r s and explore rs wore

.

cOllpi l ed,

a~

^well

.

^as

ot.het: ~lldes .

.depictinglife

in

ea!lyQuebec'. A Frenchla.nguage"

audio-tapetoaccolq)an.r ~heslides was~.de. Activ i t ies

to

r.e.i~fo·rce thecu l t ura l infor1ll ~ti on in'\ he·sUde-upe-.'presentationand to give the s tudentspracti cewithceruinlinguisti c...skil l s'

were

a h'odeveloped.

• Th emat e'r ials were thenteste dfo reffecti venes s·.

Fourg~.detenclas ~ esparticip atedin the stu~y.

A pretestwas fin t.adlti n is ta r e d to determine the

"level of,the

5tudents~Owle~ge~i.~Ji-··.fe5-pec(to;~­

the~a t e rial to be ce ver.eein the module. Pour- class perio ds.'t!er~e.^spent wo~kin8^withthemodUle,' 'a n dthen apos tt es t .was~cbl ini ste red . The question.

. .

ofwhe t h e r therewas I relationshipbetween the use

of

.the rnedu'le and animpro~eme n~in thestuden t s'

k.nowledgeof earlyQuebec,specific l inguistj c

"".4"

I

sk~llsl

^andattitudes •...er

l

e

inve~~i~~~ed! , '

Ther,sult!of-ti:!e eeetinaofthe modul o . ..indic ate dthat there

twa,

a posi t ive

'~ ;ationSh;p

b'e'~wee~ t he

use cf t h e

1I0d~le

^{an d an}

imp rove~~nt

./ .Ina~lthe,cognitive ar els usUd :'.'With resp ect

I" "

to the aff e c t l v ,:&rll astes.t ed the resul t slIo r e,no t

-,.

..

~

/

,'I'S clear; howe v er, ~;udon :s:&t t~ tudes appeared '.to~eInflullncedp ositivllly by"theus e ofthe mod.u l e.

Results i-r C::mth e tl acher'quest ion n ai re'i ndi ca te d

t~at

^{tea chers}

'wer~e, ;~n~ra.liy.

^{pl e as edwith,th'".: . .}

effectivenessandI,PP TPpr i at eness'of th"olIodu l efOT tho grade leyel at"':h i ch~t:^wasU.S~d:·

l

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AckNOWLEDGEMENTS-.

. .

^.

encoura ie _ent thr~ulhoutthe-studyand for he r

• ,The,.wr ~te r,w ishes.t o,exp r ess·hh I~atitude ,~"

to Mrs.Joan Ne tt en for he rgu idanceand / /

;,

,di res:tl on111the.completi ngofthet'hes h,. ."

....

APp~lc:1~t1on

^{h also}expre ssed eethe"f o ll owing

I ' · ' . .

_people.::

(i)ijallst? de nU _wh ower~involved'in t~estudy (iil.'Mrs.Pat .Gaulart"Mr. RayDera uet,

,

Mr~ ,

Valer iO ";aCDona ld, and Mr.,Al an"Humbe r for

~heir'usfstance

^{wtt h'tb e}

ioi'mati~e

.') . 'e valuati on of thelIIodu.le. , . '\

Finally,the writer wil Kes to than~^hiswife, Helth~ r, fo r undertaki ng the typin l.af this thesis andfor her ~uppo;tand ;ricaUTa l elllllntdur in&:the' cond.uc~ i nl^{of thest udy and}complet i n l of thi~^. che sis.

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·TABLEOf

COH~ENTS

^.:

OlAPTER

r" .

Pi,e ;.,"

.1 .Int r od,u c tl on ...••..: .. • •.:...•....•.•. 1 TheModul~ :' Wha t it 1s:•.• •. •. ..• • • 1

The Module: It's Use .: 1

. .

^'

'L~Quebec,a u Te.mps,Jadi s ... .,',..;. 3 II

II I

Review of Lit eratu re.:.'•• • ••.•.•~••.: 1

. :::::::i~~. ~~::.: : :~ : :::~: : :: : .. ^{1 ':,-}

•Co_unic a t i veCompe te nc e•. • • ••• •••_16'.

Need fotCultura l-Ling uistic Supp lement •.•:...,: • ••• •. •••....• 18

.Devo'lo pme nt of

th , . Nod~le

^{........... . 20}

'I .

The Learner:...;•••.••~'~.••.•• • .•.•• 20

"

.TheMo dule" •• : 27

.

'.

Ob~ectives

^e

: . : ~

^{••••• 33}

TheCOlnit i VI Qomain .• ••.•• ••:.. . 33 TheAffectiveDomain ••••. .•••••.• 36 _ _ _ __ _ --_•• _ ..-- ._--.Conc lusion---::-:-•.•• •'.:'';;.~

._ 0.-.-.-::-: .i: - -. f- - '-- - .-.

J

\ I

1

j I ~

' · 1

J .:

^IV.

I

"

, .

j' .' -'. . ".',

An.~YSiS_of~~5 ults"\.:;:~'-.,••.•.•.:'\••;' 43

I f~~~'i/t~;::;' :< :l · : ;;J . .

Proced ure forUsi J1-i the Module '9 An.Iysisof Rcsulti'; ..•~^{.....= . . :. . •.51} Cognit ivc,·Obj llct.ivllS •••••••~~•• ::.. :.:51.

CO I~hi;eDomain· •.•:.•••.••:.:•••.•.: . S2

' : : : : :::::. ~~:'::iv::/: : : : ::;:: :.:: .:.~.: : . :~,

~ Studen ts'Att i tud es:Toward theModule68 Teache rEvaluatlo n'cf th eM~ule^{••••69.}

. t '

SUIIl/IlUY.Coiu:.],usiO~-$and"

Recoll\Jl\en d.~ ion s ",v ' ,"" 0"',••• • :• ••••• 7Z SUlMIa ry' ,' ,",••••• • ••

-n

Conclusions an d Oburv,atio ns •.•~•••: 73 'Recommend. t io ns ••••••••~.<^{••• •• • ;••••}79

,.v.

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"\.-;

'CDnc;,l~s ion^{'.'..:._:....•• ".::",•.' 11}

J

I

._1.-....:. . _. . ..

I Fo~tnotes

^{..•.....••.. . : . .}

Ii' ·

:Bib li ogr aphy .• •• •---'•...• ..•. • ::•.••..•.••.••-•••• 85

•

I

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__..:_-~-

I II

Ii

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Appen~.iC~S; "

A' ;'Module' 8,. .-sre test

'C'

,Pos tu n

.\) .D 'St,udllnt Quest~o',lilai r e' .r~ ,!-che TEvalu ation Question nai r e

,-~

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Page

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,TABLE

LIST OFTABLES

I. ; ... ;. .· .

~~~n~~b;:~~;~n~;~~~n~;:~ ~O"~~~l.~~t

1970-71to 1980-11. 11

Stage "s,. of t'he Affective-Taxonomy .••• 37

.... .. .

COllpar isonon Me a n .Perce nt ag e·Sc ore s Obtained on Pretestand po st test for

IndividualSc hools ,. 51'

Co mpa r iso n of Me a nSc o r e s ObtaLned •• onPretes t and Postue st fo r .' . ttistori cal /CulturalFac ts .. .. •0. 0'_•• 52. MeanRaw ScaresObtain edon the postte st for ProblemsWhichFac.ed the Ear,lY Se rtIe rs•.'•. ••.. • •'•. ..",•.;

" '1.

⁵⁴

.'

COIll~ati ~on

^{of Mea nRaw.se e r esObt a ied}

on Pr e ees t and Pe se't est for

!

~

.

.Discrimination ofTe n s e s •.. . .• :..• •. 55'

~ . .

.

g~~~~~~~O~nO~r~~:~ /::id ~~~;~~es

^t

£~r

Dis criminati.onofDates.".. . . •..• • .·.f 56 Compar is on of Mea n,Raw Score s' Ob t ai n ed on Prete s t an dPcstrest ,

fo rVoca bUl ary '," 57

.,10

.9 ,' Co mparison of Mean Ra wScor e s Obtainedon aretee e andPostt es t .fo r,E x p r e ss i o ns•..•••. • ..•, ••.• ••••.• 58 'P e rcen t a ge'

~f St~dent R~sponses f~r

Stage .Oneof theAffective Tax onomy•• 60

I~

11 ^{" ' "}

.

Pe reeneege of Stud entRespcns es fo r St a ge Two'of the. Af f e c tiV eTaxonomy•• 61

-I vi!

". i

i

1

«,

~-·--t ,_· -.

u ·

/ ,

/

'Pe f cent a geof S.tude~tResponses"f or St a ge Threeof the" Affective . . 'paxcnomy'•••~,••• ;./••:.. •, ,. 62 Ne enRaw Scores Ob t a i ne d'onPast test. .fo r,Life in theEar lyYe a r s of

Se ttle me n t,... 67

: >1~ _'L

. ... .

\.

'gHAPTER 1.

:;nt;~a~c~t.i.on

^.

....The Modul e: What It.Is:

Ster n andUllmann (19 7.0)

vi ~ the~m~dule ' in t~iS .lig'~ t;

< •

Anoduj'eis'not a pr ogr.am, It is a unit orkit, independe ntpofexistingprogra ms, which canbe . ;..- usedve ry fle,xiblyin re.spon seto'8 var i e tyof tc'achin gsi t.uatLcnsot todi,ff,erences"llJI}9,ng st.udents'needs. ~achkit deals withcn e

J •

-_:~d~i;·i ~a~S~~~~s"~; i;~:·~;~gi~ . :~~~:~_~ . ~'~~Ch'

^a

'1. lingu i s tic feat u re, or"pro,vide anopportunity to useth~ ,languageto an·acti v i t y•••.. Topics for modules arechos enfrom'among th ose as pebts

~; ~~.~O~~f~i~f~~~~yl::;h~~f:t~~a~ya~~r~:~~i;~o~i~ms

^.••

What modules can dotoday is tocOJ!1pl ~ m e nt: - existingpr o gra ms ap.d make up for gaps and deficiencies,....ithoutups e tt i ng the pa,t.t e r n of thepr o gr amswhi c h are cu r re n tlyin use'i nthe

school~ .l " .. ..

Fro,mtheabove'definiti:o~^{it tan-be.concIude d th}at try"e ncdu Le hasth r e; mai~^{purpose s or} goal~:^.

~l) toInterest; and motivate th~ stude ~ t (11) to teach certain lingui sti c's ki lls

.(111) 1:0 present cer't'a~n^{cultu;alfacts'on,a}~pe.cifi"'C topi c.

.,;.

,The Module: It's Use

/

,,:, . - ThemOdJle 'is net,as 'onelIight:'as sume'from

the~

' .

'~i~en d~'fini

^{r Ien}

. res~ricted' -to U'~~t:

^in'

t~e seco~d,.

^..\

.':'.- , .";"

~angult~~' c~.as·sroo~

^'.

,FO~/~~;;;·';'~~e _ ~~.~Ule -,~ec~n·iqlle,.

^';_

- • . has..been ':Ised quLte ef fective l yin othe r subjec t areas ,-,.

·.p~r·ti~~~ai'l~·

^{dn sf'dal studies and.the'}

s~ience~

^{',--:In:,';..}

fact,:itha s only been il;v;h e'past'

t~n to-lif t'~en.years . ··

. ..

,

. .

,eo.

•'~.1 ,I , '

2•

ihat spe~ial tO~ i.cmodul e s have been 'createdand used in the teachin"gof Frenchas a secondlangu a ge'.

The i ~use has-been acst.wides preadin the'province of Ollta r io tr"ec ause oftheinfl ue nce ofthe Ontario In s

tit~t:e

^for

-S;ud~es

ⁱⁿEducation (Ol SE),·t.he

maj~r

p roduce r of such modul es. Woweve r, teachersin other provinp~shave,begu n using themas well .•For'

D.example, the scho,Oi,'boardwithwhi ch thewriter teacheshas be'ught:a copy of the module, 'Bienvenue

a:

Montreaj,

f~T

^{eac hof tes;h i gh}

sch~ols, 'as

^weli

as provid ing

se~eral

^others'

;w~~ch 'ma~

be borrowed through',itsmediacentre..

Sl.,Ibjec t,matterint e gr~ tionis a concernto

aany.edu c ato rs todayal s o . This aspect of teachi ng

. is'a"conce'~n,to Fren ch,ed'p c a t ors as.... ell.

0-, .) In the right kind of atmo'sphereandwithII

good.r e LetLcns hlp bet....een teacher and pupils, theteachingof'the French,langu a ge can be ' lin ke dwf t h._ot he r subject sin the curriculum inthe forlll'of'proj e c t s', Somesubj e c t s, such asgeography ,seemto lend themselvesacre eas ily

~hO~~~~e~~t,w:~~.p~~~a~;d

^I

b~~~~~h:~~, i~t~:~e;~~~~cts

can also'beemb r ace d Inth~geri~ialscheme.2 Modules.mayverywellbe a keyto helpingsolve'this , problem, Am'edulemaylen dits e lf to discussion in •.

,t hehis~orycoursebeing••t~ught, te• Bienvenue

a

.:~,"ora s'tuderrtmaywant to do a cur r ent aff a i rs

,.'...!.-'

.1

1

·3.

proje ct based'on~ate ri al,-studi ed! -i n':,~enchfr oma moauie, Le ,Rene Levesque et IeS~pat'atisme .A simil arintegratio n-c c ujd.cc cur~ithmusi:'or' Englis h Iiee ratu r e,Ie.Chansons et Chans On"!e.s . Inte grat io n is also,possibl e,with thegeogr~p~^{cour se, ie.}

,!:!

Met1=o. • : . • .

Modul es have'been

~d ca~

^{continueto be a very}

. .

eff e ctive means oftea chi.ns cujture , improvinglangu~g e lkill S. in t e gr a ting ot hers~b ie ctareas with Fren ch

and while doing .thisJm~t fvat ilJ.g st uden ts to want

to: l~arn

^anduse Fr e nCh]

" ;' ,

,..' L~Quebec au TempsJadis' . .

"Le Quebecau

Tem~s, .. ,

^jad is';'::{s

~· ~ulti-media

mO,du l~whichpre~ents'the early,ye ar sof.dis c overy and settlement inQu e b.e c.ec gra-de~Ostude nts whoare studying

-Fre~ch

as a secondlang uage . Itwas planned ·

. . .

. , . .

rc enable.thestudentsto'vie w .thisper iod through.the eye sof Jacques Cartier, Samu e l de.C~aIllplain ,Jea nne .'Nance,Bishop LavII,AdaJll Dollardand Madeleinede

. . -

Ver'che r es, thus givin ga"fe~ li,for.the~appeningsof. the,'

peri~d,

^rat he r .thaa-j U;.tan

hi~.toricll·'

ac c:ount .:

As well.as giv i n g thestudentsacultu r a lview of'earl y

Qu~bec.

^history:'

thi~:

modu l e wasaime dat. g~vi ngthem opJ\ortunitie sto -practi ce~ndimpr ove

--,. .· ,h. ir ':" ""UO i.a. 'i'. ' ioo ,.,.n .;", r l 'hi, "~d ;h' ' .

I

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JIlodu lecontai n$'anaUdi ~-.tape^{inFrench.ecaccompany'} theslid~sonlife inearl y·Quebee. New vocabl1lary and expressionsare pre·uught in or der toassist^t st ude.nts-wit h th.eaur a l recoin~tionof~hesei'te~s. E.pl1a.sisisalsopl ace d on co.prehensionof tens e s anddate sto.co.p lue n~ thelearn i ng of the se ite.s atthisgradeleve lin theprograJlpr e scribedfor

use in.Newfol1ndl and schoo ls bythe Departme ntof

Educa.tion. Various ora l ~ndwritte ngallles ,aC,tivi ti es

~ndprojec ts usist'thestude nts todev elop competence

;"rththeina·t·e~i al ,

Asis'thegoal of any1Il0du l e,thiSmoduleailllS .'at motivating thestudent.s not onl~to

d o

wellwith,

".thi.s,setofma ter ia ls;bu ttobesuff iciently 1lI0.tlva t ed

~ocont inueto dowellintherea u larFrenchcours e

andtogo

o n

^{,a ndhlprove t}he i r abilityinFrenc h. The'

inc:lus i ~ nof info raati onaboutthee~rly inhabita n ts o~~ana d alives thest ud e~ ts'anopportunity to learn and talkabout atop i cwhich it wu feltWObuld be

, '

of~nter~st'toth:.. Theuseof~echniques todevelop an awa!en ess of theearly inhabitantsas individu als hel psthestuden tsbeccaeacreinvolve din thelea rning: proce ssandbette rabl e toe-pathi:r.~^{with the.p·eoPl e} whose lanlluage theyar est udyi ng.

,

I

l.--

'..• •' , " . ,. : "... " .."

~~~:

^hre

J '

.f ol d: , . ; .

(1) Cul tu ral: (a) To develop inth ea tudents a

_ _ _ .~~~i.t_~~~._;ware:n~~~~~.~!. :': ~

^.:»,

-'.:_ - -'- -, .J-i

. .:yp ic a l lifes t yl e whichexisted .\' I .

.(b)

in the'ear ly yea rs of s'ettleme nt<

i t Queb~c.

^{' . .}

Todevelopin 'thest ude.n t~an

'

.. ..

.:,

.

.

"a~fec tive,waTenes.s " of'thetyp i c al U£cst y l.e wlj.ichexi stedin the earl y ye ars of setti elnent.in· Quebec. (2) Lin guis t-ic;Cal

T o.

impr ove thestuden ts'

ccmeumcat Ive ccepeeence in'French

_bY.I ,ivi ngthelllpr~c ti cein .

liste ni ng, re ading••and~r iting. . (bl To have

the

studentslearn,

oral~~

^t

and in writing.. cert ai nvocabul ary itellls'anduseful expressions.

(C~

^{To '8..ssist.thes tudents.xo use,wi t h}

greater"facUity..grammati c al. poi n ts to whic;h. theyhave al rea dy: bee nintr oduced.

(3) A-ttitudi n a l:

. .

To motivate.thest.udents"te.learn

\

Fre~ch

^{"t hrough}

intr-::~i.ni ttt.~

^.•

to interesti ngtop i cs.

\

-,

I

(b) To'deve lop in the students a positive'attitude toward Fre nc h-spe a kingCanadians. Amoredeta ile ddescript~onof..t.heobj'~ ctives

.--'-

---~- ~ _ .!~

the

mO~Ul~

maybe'fou"ndin Chapter."three•.

\

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s.

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o l'~AP1E~

¹¹

Review of.'Literatu re Mot i~ation

.A-11 educat o r s,wou l d agr eet~atlIotivati on isa

key facrorin the l~arn i~gof any sub je ct ;ohowever . in the le~rningof...second languageth is is espe Cia11":true. ·Aftermuch rese archand i~vestillationco n ducte q-Lntli'eUnited Suus,the

"

.... -

., ' - .

Philippines, andCanada , Gar dne r and Luber t"(197Z).

;"A.n is fe ld and.Lu bert·(1961) andLu kmani. (1972)_

conc luded tha t. ">

motivational.variab'l es were'r e lat \ d,to second lan gu age achiev eme nt•• • •and tha.tth e

lllotiva tion a l va ri a bl es' were as hi gh ly relate.d "

!

"

~~di~~:n:fl~:~~~::ea~~~~i:d:~i

^"

~ere.

^the

i /~:S ince

mo ti v a t i on

_Pl~YS'

^{such a}

vi~ al

^role

~~ t~e

^..

,.J.-:"'"'" st u dy of a.!eco nd lang uag e teachers shoul dbe o.

concerned~stowhe th'ertheirstudent~ ar~be in,g ..

"'-S adequatel y

lIot~vated .

'Int.eg ra t i v e'versus 'Ins t ruae nta l ' Not l v a t'-on

0 0 ' • I

• Gardne rand Slly~he (19! 5-):distinluisr betw~ en Itw~tyP! ' of1I0tiVa tio n:.:.' inte ar:ative" and '. .,

'in s trumental '.00'In t e l r a tiVl'1lI0t ivation' isdefinedas the desi re t.o lea rn the' la'ngUaie

~£ a~oth.r I

langu agecommunityin order tocce e u nt cete wi;'th , interac;twithor to be c ome (insblllesmallwab

ll"partof ~h.eotherlanguage cOlMI1,{nit y.4

.'I n s t r ume nta lmotiv ati on' is def ined,as

1.

J

. ,

I

_8.

wni~h"ennphaslz;e s the util'ltarianaspects'o f "learning'

. .

.

~

th~-language.as isevi de nce d insuc hreaso ns

as,

^{'t o}

go:t a job'.

'to be ....

ell educated" , and the like." S Bur stall(1978);'pc Lnt. sout that both types may be equally

e~fccti~e.

^{In" cu}ltura l conte xt.where

;he acquisitionof asec ondlanguagehas unequivocal pract.ii::.al and instTument a~val ue andwhere ever-yone isexp~cted^{to'know asec ond}~anguage(Be l g/ w;n. the Philippi nes and ot hers) . stu de n t swhi?:are I instrume ntal:y oriented are ve rysll-~ce !i.sful.

Ho....ever.in a e.ultural context where> theacquisition

.' \'I

of:a 'Sec ond-language is not necessarynor vie we d _as'an

accept.~d,>t"et

of

~ife .

^'it

:5 .

fhe integrative.ly

'or ie n t e d studentwho is themor e-succes sful. Ga r dne r '

."

and,Smythe(1915) als oconcur~ith th isview. Gard ne r , .Smyt.he.Clemen tand

Gl~ksman'

^{(1916) conductedstudios}

onCan a d ian student !..withres p lIl.c. t"toint egra t ive and ins trumenta ;], mo t iv at i on.

.

The yconcluded:

.

It 1"qu i t e clear tha·t·theintegratively modvated students are much.moreact i ve in French~l a s s: .t hey participater.lore~than the non·integrativelymotivatedstudents. It seemsquite likel y tha t thbint e gra t i ve ly .motivated student is much more interested in .

learning Fr enc h 'and se t ees everyopportuni.tyto

work and leaJ:n.6 .

Motivation inNew{ ou ndland Sc hOOl s

For most seco!ld'langu ~ge'teachersin·Canad a •.

andespecial ly for Frenc h teac he r s in Newfoundland , thesecondof the twoabov e- mentionedsituations is

- - - - - - - - " - -

, ' .

,'4

.\

. t /

thelIIore:re al~~tic•. The r eis

ltthe .

i fany.

oppor'tu n ityfor thest~de·nts·^{touse thesecond} language in t ho ir·i~edia teenvi r onment . Stud en ts ask for example , "Whydowehav eto-l0l!:t:n Fre nchwhe n we'ven"ever'-eve nseen"aFr e nch -spe ak i ngpeT S O'~-in , OUt

,o~unlty?"

^'Tho

"g":'.~t>

^{"Itwillhelpyou}

~~t

'abe t te r job",.oo,'not not

~an;

^{euc h}wei gh t tn thi>

5itu ati on. The.st u d ent kn ows i'tis no t neces'sar-y•

In,'"ume~,"I

motiveti nn'i e nd' to bevety

we~k

^fat

~o~t S~Ude?ts

ⁱⁿ

~.ut"

^{c:uhuralcont.ext;;}

Th~ stu~ent

wh ois go i,ng tO,'dowell'inFrenchand contInuein the,.s t udy.of Fre nchneeds to be.1ntogr a tivlll Y mO,tiv a ted.,

It seemscl ur th:at,'despite theincre ased emph as is' on bilingua lismandthe obvi ou s.

~.portancllpla Zlldon lear ning French as,a second language, the percent agoofsecon da r-y ,s chool studen ts st udyingFr Q.nchis dec r e as i ng.7 St a tist icsshowtha ~during the pastten y';ars (19 70- 71to1 9 8 0~ 8 l ) therehasbeen-adefinite incre as e in thenumbe r of 5tud~nts'studyingFre nc hat.the

• ' I ·

.e l eme nt a ryre ver j.nmostC~nad ianpecv f nees, With res p ect toNewf ound l and in particu l a r, the percentage of stude n ts'study i ngFre nc h'a t th eelementary level has double j(21.4ii n1970- 71to42..8\ in198 0- 81)8,

9 •

\

Th is trend,unf c r t.unateIy,has not'car ri ed onin t o hi ghSCh O ?l~· Data given in Ta~le1show that there was asharp decre a s eidtheperce nta ge of hi gh schoo l student. s s tudyingFrenchfrolJl1970-71to19 7 2-73 . F;omi973-L4toi980:81the~.t"entage^{appear s..to}

have'.l eveledoff. xcve vever , itwouldbe.expected,

gi ve~'the extr aatten t ioqaidtoFrenchinthe elelfle.ntarygr ades , th at theperce ntage of st u de n ts doing Fr e nch in thehi ghs<:~oo lgrade s woul dhave increase d. Given th i stre nd; coup ~e dwiththe low pr iod ty plac e d onFrench inthenewre-or g an iz ed high,sc~ool.pro.gram ; :it is fearedthat'Fre n ch enrollmen,ts willbeeven further-cut• D,at agi ve n in Table1;show,th a tonly abouton~half of tne. st ude n ts who's t udy Fr e nc h in,gra de'9willstudy it

. ! .

in grade 11. Whileot he rfactors aff e c t this decline.suchas time ta b le clashes~ndccmpuIsory ,"c our -se s needed for'futurecareers{ie.sciences),'-

_i t"wou l d appearthat

s~Udents

^{are,no thigh\Y}

motivatedto learn Fr'e nc h. Theydopoorly and , cons eque ntl y',drop ou t,"of the'~ench^P't'?gram

10.

J

.al to ge t her. Thus" thereisconsistent lyasma li!'

num~r ^of'

^stud,ents

e~;olled ~n

^{French in the hi. '.}

'5~ hool

^grades

~

^{. : \ I ':}

. ' " '\ '

I

I

, -J

.1

li .

^{TABLE 1 • ..}

1 ~ ,F,enCh.

^{'n,oll.. .t>}In Newfoundlond .ndL. b"do,

./ (Gra"du,§, 1(1., and 11)·19 70 · 71 to 1980-81

I \.

I

y1ear Grade9 Grade .10 Grad e 11

T

11.

... .

! ••. .

39·78 39

!!'~

70 • 555 9

64 5100

!.Q"

!!.

4.360' 48

36;0 38

\

197~·7 1 1971 - 72 1912·7.3 1973-7 4 .1 ,19 7.4,.7 5 1975;.'16

zs

.8473 77JO 746,1 63 6971 S'S' 69 31 S6 6532 53

!I . se

• •

'32 ' \44

, I

3

T7l

^~8

403 6' 37 ! 271 6"

2589 236 5 2537

, .

"

21

" ^{• !.}

19 76 ,:,77 6643 53 3136 ~37

1977-78 6705 53 43 5 9 U

1978 -79- 6771 :53 417S' .40

,

197 9-80 '6 99 5 S6 198 0..-81 6961 SS

asse

41

u~o 41

2408 27

2666 28

278 5 30 2138 3Q

2660 21

j

T,C.- tota l Frenchenrol lllent·pergrade

I ' . . .

Fre~chenrollment as \of totalenrollllent 9

12:

Schwartz,;

~1981);

^who.

hims·~lf.

dropp e d, ou t/ofa

"" ' • I " ,~ "

.1, ~ore i'gn"Language course (Chin e~e)b.eli ev es,t ha t. students do net

con't.~nue

ⁱⁿthe study 'of a

f~reign

^{langu agebecause}

. they" ~lack

^{a r,eal\}

inc~~,ti;e t~

^{ream the}

l;ngU:a~e'.

^{'In most ",}

I..

case~

^{it is}

~~:l ~hl!-t

^{''the y}do not have,the

~P ti tud~

•but rather·they'a!e:not.su ffic,ientIYm~t~v~i:edto cont in ue,

:.- .---T1Ne'wf 01.!n dland's-tudents are'goi ng tocon ti nue

tb ei r Hudy'

0 :

^{jrenc hin se r dorhigh schoo l} t~e~mu~ t besufficien tly,mot iv~ed. As,l!Ien tione~earli e'r . this, ,mo ti vi~ i onshou l d be,t~tegrat i verathe r than inshume n t al.

"How canit be done?" is the ttuci al que s tion .

Culture -What'i t is.

: Cultur e has been4e'fine~

and

r'~-de finedin'many way s.

H~w~ye~.

^{',manylanguage}

, ~Ching

theo ris ts,suchasSe e ly e, Br-cnks,,tl0s t rand and othe rs..a re tend i ngto view' cI\lture in a bro adsens e•

.

'Cu lt~re ^L

^{the Ill-oad.}

integ~ative'

s ens evwcuId

b~

^.

the over;)'i l life sty l eof,a group•.its learn tsets

~~I~~~;islhe~it:~~~ 18s^therefin ementsof its

CuIture•Why;?

Th•.re ar~sever a I re a s ons why~cukture.is such an importantpa;t of seJond- langu a ge~e~ching:

(lj' I t"dum prej ud •

.,..."d.::.ul" U" ·,·, ' '''''YPin. .

it helpsstudentsse epeople who speak th e targetlan gu age ,asindivi du als. notunlikeeheeserves inmanyway s:

...

_ - '- '-.- - '-

,.

13.

We'a r e educating ourstu den t s for aworl dWith. manycha llenges whichnoopecanfcrseeAt'this

~~DI~he a w:~~l:f~~:~~ ~~~~~:ni~c;~.~st~:~;Si:;~~~~t . i~

( Z) It!san integ ralpartof the people whoselanguage

.Ls being,t augh t. • - 1

· It'

(culturel ~rovides

^a

tOOl~fO~ '

^{a real}\Jnderstarldin g' of a pecpte"sin ce -it~minorsitS'beliefs~feelings and knOWledge. Itis the correlati onof language' . tothe cultureofth~_people thatmakes language

~:~l~~lui.a~~e~h~f~~a ·~n;;n~~~g~o~kC~:;~ndli ~:

^and

-'. ymba l s and grammath:al~ointsand discoverWha~ . .isbehi ndtb e lan gua ge,I • . . _ (3.),It ena bl es,thestu.de~ tto appreciateb~ h~ rh ,. owncUltl1re~ As thestudent studies.th e:ta r get,culture, by'ceapaet sen, and contrast he isre a lly st udy i ngh~'sown cu ],ture.

"( 4) It can beca'tremendou~lymotivat ing facto r. If".

,st u den t s can relatetothe_s~ eake rs o~t?e.t a r ge t lang,uage theywi ll bemuch more.interestedin lea-rningthelanguage

, -, , . I

'.'itself. "Theability'toint e.r a c t with"s peaker-s of,fnot he r

·language depen dsnotonly on'l angu'ageskU'lsbut als o

·on.

com~rehens lon

^".cuItUT.al habit\and.

ex~ectations ."l~

Culture-A La c k

Despitethe rapidly- gr owing_ awarenessonth e part of Cana dianteach ers.of the pressingneed to integrate French- Caftadian culturallllaterialsintothe proces s

I

~f ;~~~~~~~' ~~:~~hl;h~~ethi~a;~:a~l~tra~ge

^lack

With aU the new sec ond• languageprogramsavailable today'i~isindeedsteangeto find'that most or" them

. . ,

.1 I

con t a i n

I

very little ,if any,cu lt ur a l materia l.

Program s of the

,past ,

despi t e their many veaknesses • 14.

.

^{" . '}

did inc l u de,toafair de g re e, cu l t ura l infor!llation. · St u de n t s

o i

French studie dsomethi ngof'th~^{hfs 'liory} andgeogra phyof Fra nc e , aswellas learning al~·: U e.

"about theda ily,acti v itie s of:tu den~ s inFran c e.

Wi t halit tle help from the te ache r..the's t ';1de n t could ge t some'feel' for the Fr,enc!l. "Cul ture ", However. th i~'aspe ctgerieral~y ~~fe!red

to

~h(' 'h isto ri c a lly'importantexampl e s 0,£Fren c~ Ij..fe.

Unfortunately" there was.verylittle , ifany."ment.Lon:

,Of-t he

Fr~nch~i:anadian ~ult·uTe .,

^{-. -" •.}

ThereappearstQ be ade fini t elllckof.cultu'r,ai

7.,. .~~~. ~ .

lIla t er ia ls in mos t.ofth.esec cnd - Leng u agepr ogr ams. .of tod ay. Withthe adve nt ofthe:audi o ~1ingual ....

method, c~lture~asleft OUt'. Bmpha sLs.,,!as_placei:l on ~earni.~~the la~gua ~eitself.'·Ri v e rs (197 5) point s ou t tha t some.p r esentday.progr amsde Hber-ateIy. pres en t materialswhichre fle c t ccea cn, every day exper-rences.~ ~the Eng l ishsill~akin.ll_student,-.thus' ~ neglec~ing^{'t he} cppo r tun fty of in"tr l?du ci ng interesti n g

. . ...

cul t ura l'di.f f e r enc e s'in. eve ryd aysitUBtio ns

<

"Oth~r tex tbo ok s beg inwi thdialo'gueswhich ar e d~sc·r·ib ~das.

bei~1l

cul t u ra lly

neutra~ " "IS

.

,.

~",

.15.~.

';'.

,.;'. The Lac kofCuItur e'inSe'cQnd~L ang.uage·'P'r'ograms'

.'in.Newfo"u~dlandSc.hools .. . .

:,. •Cul Me.mo,' second- "ngu.g.

".,het' ~ould 'e

g,.... .

~.0

shouldplay an\im'po r tan tp'art

in

any

·~e'c·~n~: l anguage ~

.--:- ; ::.

·progr·am.

H~wev6r;: i~ N~wfo~ndl:ITd,

^{,a li in}

o;~?~

^{"of '}

:::::::":::':'::':h::O:::~:::;:';'~:~:'::;u:::"::

,

..

^{~ .'.} /"... " , ' .

^{M':\ '} > u

us ed Int~e:~ew:~~ndla,nd ~'rhoOI's1;;,~emarevir,~Up'-lrr:

'cui~urally neutr:.~'>,

In' .

^the'e'lemef\tarx,p rog r am for,

..•example,'tl'ie.rearejioauthel)tkFrench'songs',.T~

.rne;lodie's

o~ th~son~s ar~'u;~~ .

^{but''t he}

WO.~dS 'ar~

^,

changed:' The,f ollowin g'i s,anexample:"

MelodY:'"F'r e r e Ja.cques".

., ' .

.Ma chemise, rnachemi se

~a v'~ il~, :L~

^voila-,

Ou"es t

.sa chemis~\

^,\

0'\1es

~

^mi

~hemise?

^\

'La'voi la'. '

L i '';::~la:,16

^{v ' \}

.:The

di~lOgU~

'a'nd"S; i ts.

ar~ ^{aI. so} .~~

rally' neut r al ', , '. .i

Thi'slack ofcu l t u ral,

co'Ii~~ ~\ .

^equally eVldentin

'~h:\ high 'SChool.~rQ.i;~m:;;pecial~y

^i\

t~e *fir5t

^{'l e velS}

. . ." . _{' . ~ :' ,} :~:j!u:::~:::" ::::::::::~::::~;:::i~::' ::c~:.. . ,

~ ^{~ ~}

...," ,',.' .

', ,~, .inIP~~.~'~~le f~T

the students"

,~~<a "?" ':

^'die

' ~~~n:~h~

. " . peo ple an d theirway of life .. Whiletec hnica lly; this'

. .." . ' ,. ',' ' . i.' .'

i

."

.

^' 16.

amiss-ionof cultural materialis toaid-the5tu~ent.

byn~otpkacingc~ltu r a l"bl ocks " in~isway., i t ma yalsotakeaway someof the meere seof.letu ni ng a

~~cond l~n gUage·

^.

.Nolan ~ua geext sts in a ~acuUmand'tolearn OT_eteach,FTen~h:~!th outatta iningan.aw a T ~ n es s and anapp r eca ata onof thepeople and cultur e who selanguage it is.is'li k e mistak ing a sk e l etonfa.,a.liv:n gper~o.n.18 .0

Howunfo~rtunatethat. Newfoundland studentsare 'beinsgiv~,na'sk e l e t.on !."(t..is,iae e

ie

wonder they find,1t,unattractIv e an d unappea l ing.

,

,

.Pr o S:r"ams of Today

• . . ..

; I .' .:"'h

.:Comm;nic:ativ~,^Competence

"ll e fin it.i o n • . ~ ^I,

.Onemi gn t defi n ocOl'lll'llun ica t.i vecompe t e n c eas ,"th eabi l i t y tocommuni ca t e .. ie ..t.o receiveand to

send I•• message s,-e dther written or oral".1 9

Comm~nica tive

Compe tencean d Second -'Language I_

,I

/ .

' . -

, ... 1 . : ' '.

Toda ymos t s'ec on dv l angua ge programshave as

~^{·t?eirul t}i ma te goal."communi ca tion(or a la~d^written).

~ 'I nt~ep a st,~tuden t s could'suc c e s sfull y comp lete, ,fourorfiveyea rs of high.senoci Fren~h'and be unabl e

I~ Ound e r s t anda simplequestio~whe.na.sked.. .Th e author

if

livi n g proof of thisfact.,Af t e r fourY,ears; of

,. '.

.','

·.li . \

hi'gh

SC~OOl Fren;;~.\!le

^{., inabh'}

~~.r~s~~~I1·

^{to. ,}

_question,"C(HlIlI\e nt.~a vat'". It '.... a.snever once mentione din

hisY~Ir;

of

stu~ring'

French:. foday,

. 1

schoo l s in Newf ou n dland'place a..ht-gh··priority on 'CoDlRl un i ca tiv eCompetence'i~'Se co nd-LanguaseProsTallls in

Nelolfo\lli'tn~nd

^{" , "}

As .... ithmost oftherec e n tly de velopedsecond- language programs,~h e_progr'3m~currentlyusedin

. . . .

fortunauly",,t hin gs'a r e changing.'

The t~endin foreignlanguage' educ a ti on.ha.s

\.".s h if t e d a....ay from rot e memorization and pet te'rned

.

~~~:~~i~~ti6~~!3Smunin.gful an ds~ontaneCiUS, To have'studen ts.co~mu~icatemeaningfu lly~~d, spcnteneouslyis ~n,adm~'Tab l ~goal;·.bowever, it wUl'never .b·e·realheduntesstlle.stullentts.

sufficien tlydeveloping the four skills

('list~ning,

⁾

s:eakin~reading

^and'

writing~

:t·o enable,

til0 . s t\ld~n,t

,t o use'the target.language (French'}.as means of

coaaunLcetLc n , Th eint r oduc t i o n to.t he elelllent ~ry .!fJ ,program'readsas follows:

On thebasi s of contemp o r ary exp erden ce.•,'.:.

the,prog ram ,has been designedtode velop the ,s t u de nts ' potentialfor spontaneous '

coeeumcation through: .

1. a basic,kno,wledg'of the'Frenchlangu a ge ,it s,

l ^{·· ~ ..}

i

lS• vocahula r y,sc ruct.ures,sounds andacc ompanyi n g gestures .'

2. the appli c ati on of't h iskn o wle dg eu"anean s

;~o~ ~:~~lc.ation ,fromthe ver y b~ginn~ng.ofthe

Thegoaisof the'high scht'o l

p rogr~ ~re '

s'iIIil a r .•

Theaimsare_todevel op in th'e stu d e nt:

... 1. ~.^{•.• ..',}

'2 . t~

3. an ability to underst.an d spokenoEr enc h , to speak Fr e n c h, to read French. towrite French.

to translate inFr enchid eas thatprese nt. thems elve s

in English. , . . , . .

;iac:~~~i~;;iy~~yC~~~~~f~i:.~2^{Er e}

nch-

^{when ..}

:h.ese two,programs

ar~

^{making a"r :a1}

e~ T t

^{to develop}

.-cceecm cartve coa p e t enc e.some th ingwhic: hha~ " bee n sorely needed,'for a'} ong't.i me . _The ~ost diffi.cult thing istofindtOp'i c5 :t ha t.the"students want. to • ( tal kabout.

C~ltur.l materialS C~Uld

^{be veryhelPfUl'\}

fn this regard.,.

Need f.o.rCu l tural-Lingu iS t ic Su pple ment'

Co nsi der ingthes e'three areas of need(mo tiva ti o n , CU1 ~u"~e."and cOJl/l1unica ~iveccmpeten ce lin the Ff enCh programsin Newfoundland sch o o ls,thewritIlr feels that"there isgoocr""reason to deveIop lnteT~sting,

cUltural ·l~~gu is ticsup plem ents•.Th e moduleQU~bec auTempsJadis,

att~mPt ~

^tc-meet

.-~hi~

^{kindof need.}

Bypresen~ ~ n gin te resting9ultural material s aUdio~visuallY,th~modu"leatt empts to' motivate studen ts towant to beto me' InvcLved~nthe

I"

.\

follow~upact~Yities^{andprojects, thus}practisillil aDd improvln i the ~cUlu nic~t iv eski lIsthe)'nll ed .to·d.eve IO~ . whlle atth es-ame.t!a e."1tar ni!l ,

cultura lfactsabo ut. thepeople who selani\1'a:e tbey arestu~ying. It.ish.oped.that. th ese aa ter ials willhelpthe.tudell~s to de v el op'sOlDe fe elings of npat hytowa rdtheurlyfre nch -Ca n adian settlers anddc.velOpan.incre ased.Ineer'es einstu d yilll Frenc.h.

"

'19:

l

....

^'

~APT~R1l1.

:De v e l'opm~ntof t~e..Module I

T.h e purposeoftfid s chapt eris to describ e th ech ~racte r~stlC S^oft~s.tud~nts ^forwh o m th e .modul~ w.s desig ned,to e-llrl "ain how andwhy the

module wasdev el ope d an d toindi cate thespecifi c. obj ec' t lv e s'whi chwere:"to be'achie ved by th e stude n tsusi n g:the modu l e-.

The Le arne r'

"':hen: pl a nnin g aproj e ct ordevol opi n g a mod ule one importa n t cons ider a t io nto 'eake int oacco~';'~s

't.h~ a":ld ience ~~the

s,tuden ts to'whomthema t'e ria l

~ill

bedi r ected. !o wh atdegr.e(~reth eyaffe ctedby .. thlli: age..'thei rP3s.t e x pe.'\ri on c.e, their at t itud es

.a ndthe irenvi r.onment? .

.the'ncduj.e was des ignedfo·rNeWfou~land'^.

studenes-m grade ten,

Wit h res pec t to~h.o i rinte llectual dev e l op me nt ,

the ~e s tude~ ts ( "~e iS'. 16j

^{'we r eat}

~he

"stage of J fonal oper a tions ". a,P.ia gt t 'Would classi fythem . The:st u.de ~t s atthis'age,.candea,l,wi thhyp othe~s andabstr acti ons. they areno t limi t edto the concret e'oIor l ~. Th ~yex hi bit fac il i tyin analysing bo t h.lo g i call y and bexperilllen.t a ~lY,differe nt:

•rela ti o ns hi p s. Plaget maint.ains thatat t'his level the'st~dents "lear n'bet t e rby ver bal commu n ic a tio n".Z'3•

L

J

"

I .

\

/

Theyno Icnger-vare dependent' on vb u;al s~imu Uand concret eobjects. Wh,ile t.his may -.:ery well be thecasewhen'thestuderrt iscommun.ica ~ ing~nhis jnc ther ~ongu.e . with res pe ct to communi l a tio n in ,a sec cnd- languagethecon c re t e wo rl d i.of inv aluable_{. .} worth . T1J.esecond l_.an guag e l~'a rne rs_I sti ll nee d the visu a l,'r e i nforc em ents.

Howeve.r, ' s tuden ~s

^{at-t his age}

1~~eJ. d~

^{liketo go.bey o nd}

.t he"namin g of Objects,an' - the

pra~tis ing ~f

grammarrules . 'oihi c h are oft en ma j or foc'uses of the Fr e nc h cou!se.

ManypSYCh O.logi s ts.se e the "ue e n" yea rs peri od of reb.C:Ilion agai n stpar ents~:a gafnst

~teachersandagai nst

a n y

0~ller authbrityfi~uru."­

I·f this were.t ruei~^{all, or ev enec s'c ,} cas es ,.'a mo dule suchas the ene pr .opos e d in this paper would be of l i ttl e, ifan y , va l ue. Bandura.'196,9) see.s adbtescemrebellio n.. as"self·fu i l fi l lingpr-opbecy ,

If·asoc ie ty l abe ls its adole s cent sas "teen - .ag e r-s "andexpe crsth olllto be'robell~ious,an 4

~~h~':t~~ ;a~~d'

^{i f}

l~hl~'pi~~u;~lts i~e~~:~~d'lY

reinfor c ed bythemassaed da , such,cuItu ra!

~~~~c~~~i~~!elll~~ ;:~ l~~P fDt~e adoles ce.nfs Teac hers have the oppor t unity~f~ap it alizi n gen the.e: e r gy, the self-ccnfLd en ce and xhe zea l..of :\th~s eadolesce n tsand di rcc t ~ng'them'to

.ecmtruceiveends . The studen ts·want to be

21.

3S.

22.

Q."S9mobody"in soci ety. A ....~Tki ng know l~dgein a second languag e is aste p in ther,ight-d f rectfcn, Weneed toaequ'aint thelllw i t~themany an dvar i e d opportunities-and~~venturesavai l ibletoa'young personwho speaksFr e n ch. Also sialplybeinga~l e to speak a littleFrench gives a stude n t a .strongsenseofacc omp l i s hme n t.'

Studen ts'at thisage liketo thinkof t.hemselvesas matur e ,respons ib leadults . ,The yli ke the clra llengeof a~venturean ddanger . In-t h e\lfIo du le Quebecau.Te mp s".Jsd Ls , the s'tud e nt

is

ⁱn v ol ve din th.e advent ur es an d challengesWhich.faced the,early Canad ians· the IroquoiS,'t hehar-sh·~limate

. a r d

^the-

.une xpl o r e ~wilde ~ ne s s. .t ne.StUd"e~ ts'ent h us ias m .f"Or ad ve n t u r ean d.ex c i t e me n tcan beeffectiy e lYused

't o help the mlear n anduse~rench, '

\

.

Past Exper i e nces-:

What arethepast experiences o,f,the lea:1\e rs

r'

and how ....ill they a,ffe cttMir reactionto the mod,ule? Cons id e r in g'thei r pastexper Iences.h"Ow ,shOUldthematerialsbe modifie dto meet:th e i r needs?

,}ll Horne background

Somepa r e n ts donot rec omm e n d' th a t th e i'r

.

.

chf Id ren take French,andi fth'er~ota ke'it, !~rone reasonor another, the'reis,verylittl e ,if any, e-ncouragemen t from'the home. As the'disp u teover the righ tsto La b r a dor becom esmore intens.e~ ,m~x:eand more

.J

'~_,_'_'_._-

l .

\ .

,

.23'.

Newf'ound Landpare n t s ..'inpa; t icu.lar",are It~comin'g "

ieeswell~di'sp osedtowar ds Fren ch..

Therewas a t ime when'th econcept' ofabiling~al .Can a d a enchuse d public opinion in our fa v ou r .,' The r e isnow,howev,er,a bac );las h ofresent ment that isgrowing aga ins t "Prench'" , not as a languag e , butas. apo lit i cal symbol. Th is

~~~i~~~:s i ~Jx~~e~~~ds~ho~~~.!~mm.unit~es

^I i,n Many studen'~s'c omefrom--homes where French isne ithe', spok e nnor looked upon,~avou rab lY. B.ecau~ e?fth is . ,the,s tudentslack Lnt.egrattve,mo ti v ation , ev en though the'y.pc e se e s , to somedegree.instrumeJital mo t iv at io n. The moduleat temp te d

~o

^{encourag :}"'tn tegra ti ve'

motivaii~n

^{in the}

!!Itude~ts by 'presentin~

^th em '/i'i t h ,, '

chara~ t.rs

^who..

wo~ld

appea l to themli ndwith'nom,.t.ev-'..•

somedegrc: .t;ey.

C~Uld

^{empa thize. .}

.'~

^,

'eZl prev,id'Uslearningexperie~ces :

Thete ache~.~us tleno w.at wfratlev e l the',le!Ltne,r s arein orderto ma kemax i mUlp. us e of·the lear n i n g modul e. Howmany yea,s have,'theybeen'studyingFie,nch?

Mos t

N~"'fo~rtdland: s'tUd\nt"s

^{be gin'Frenc h in}

grade <t,fir~~

or'g~de^{fourso tha't almost,allgrade}-ten studen t s ha~e hadsix to'se ve nyea rs of Fr enc h. 'Th i s"amount _

of\.ti me.may so·u.".d

im.p,~ "

^{lve ,}but . " .C'U.lly..qu fte-.

deceiv ingas ispointe out in thel

cas e of Ontar io.

'. Itismislea'di ng 0seeee that'gr~de^{th i rteen} stud en tsha ve .had eight ye a rs of Fren ch. Ifwe rreducethis tothe actualmi nute sof ins tru ctidn .~.

h ; h~~ea~~~~~i;C:;~k:~i~~~n~~ ,:e g~~:~~~sO;s~t~i:S~

would be.one minute percla~ 6pe r i,odl--; th e fi.gu re s b" ,m,'

" "?" ?"

dh ••1 . . \' .\ .

\

24.,

,•GradetenstU.ll e n~are fa r frombeing biling u a l,and

••ybe

~quite

^{below thelevelwh i ch1II0st}Don-s econd

~

...

l.ngua&~

^"te a c ne r s woul dexpec t. HOte Ve'r, it isnot, expec~e dthat irade.ten 5'tude ntsbe historians,or..

.lIIatb ema ticiansor scie ntistsbec au se theyba~est udied

thesubjec;ssince eleaenta ry schovl. Then why.sho u ld any irlorebeexp~cte.dⁱⁿ~the ~rea^of,Fre' nc bT The

~eache r

^h•

.!J0 . lDee~e

^learners

.~ 'tb~ 1r

^{en U7-level'}

w ith

th;; ir limite d 'knowled geand'illl'ited~^{con fidence "}

in hench':

The lu de ie nstudents~h.oused th ~sllIodu'le h~~e^{'st udied French'up to andinciudlng}gr~dese ven"

t~rou'gh a~ ' aUdio- ll~gual

^{appro.acb.:...}

1 .'.

the PI' Oil'am

prev ious l yus e din t~~'schools, Int,heseelementary , •

:'ye a rs~.theyhave had a fair amou nt Of,aura~.or a l

prac t'ic e, bu tvery li t tieexperienc e wi tn.thew~ i ~ ten lan:~a ie,^{.In'gra dods}e~ght . n~ne^{andten they have} been wO,rki ng withtheaorebal a ncedfour-sk ills

I ' . '

approach of ~henew.pr oira.. ~lIid-year Iradeten~. the stude~ts hav. encount e red and stu died1II0s t of tbe' rules andapplica tionso~bas i c ' Fren ch Irammar while

5t'i~

^building on'thei r"a ural-oral'

Ski~IS

^...'

Consi de ringthese facto r s .themodu le hasbee n

.

pLe nne dusi ~1 fa.ir l~s ho

.

rt. co ncis e aentence~^. :. Tenses were limited toth os studiedinorbe f oreIr a deten.

, ,

..

' ~ "

._~--'---

_. - .

^:...~_.

^{- .} - _

^..

' "

.1' \

,.:1 '

, j

l '

I

Dates~el'llpreseneea

to

enlarge upon the numbers which st ude ntsh~d alreadystu d ie d. Als o, to ~ma~ le ,'t.h e student.s to understand<thescrip t better,new

vo c abu l a ry'iternsandexp r e s s'io n S"ee r.epre~tau ght .

.

~.

Attitude isconsideredby many educa t.or s as being one of the most.importantfact ors in f l uen c i n gsc ho las t i c achieveme nt . ges ee rch.."

in.s e cc n ela n gu a gestudy has rev e al e d thatsome

of the sisnificantfact ors influ enc i n g a . le a r ne r' s attitud etoacquiring a sec o n d

la niu a ge....ere: me t h o ds used, age of the . le a r ne r,Ia ni uage aptitud e s,langua ge, background,attitudinalcharacter,istic"inthe' home,teac bers ' and adlllinistrators' phd Icsophias,27' . .

,Newfou~and^{gradetenstudentsof}Fre~ch, ^{IJ.ke all} .studen"",ofa secondlan gu a ge, are in f l ue nc e dbyth lf _ abovementionedfa c t o r s . However,since French is. op ti ono l at thl, iov.' tho s tuderrtswhom '

"u~in.

it are d.oing so by

choi~e .

They have'had'a,f air' degree of.succ e s s wit.h i t in t.hepas t.; they have dev..el opeds~~te r est'in learningFrenc h ; and theref o r e ,ha v ~a fai tly positiveattitudetowardit.

TheyllIay realizesomething ofth evalueof knowing a

seco~d language'inCa nad a today, and, 'be c au s e of th i s, t,hey ar emakingan effortto obtaina_wo rking

,.

^{, ' : ' ,}

knOWledge 9£ French. However, giv,enthissituatioh,

th e'c hall e nge t.o te achers is to.mai n t a i n and encou r age

the students ' tneereseandpositiv eattitude

',t hrOUgh'th e

diffic~l't s ~ruc'tures "and,~eJl\o'ry wor~.---- ,

^{- - -}

At' th is levelmost Frenchco~rsestend to stressthele a r n i n g of -nev verbs l\ndvocabUlary,

I

[ ,

\: ," . 26,

,' I

thepT.operuse of te nses,andYa ri ousgr ammarpoints.

·I tis,ve:ry easy for

a

stu d e nt. to losesi ght of the

.',ac.tua lus e

.o~

the

la~~~~ge~

its elf,

~nd

therefo'i-e"

.1o~e

~"" .',intor es t.. ,The.modu l e attemptedtopr esent an dpT act~s e•

"',

-~'~' ~" '.

^{thenec ess ar y}

~ocabul~ryidates .

^{andt.ensesin a}

~U l ~ur'a l ccneextWh ich,. would,it. ' was hoped,camouflage' the less interest i ng aspe c ts of learnipga lan guage.. Envir onmen t:

Asm~~~i~ nfd,ea r li e r , e.nv i.Tbliment. plays a'bi,g role in the te ac hin gandlear ni nS, ofFren ch in

·

Ne~£oundland

^{•.' \ . . • •}

Perhaps.8 -major'probl e m is th~lackof a"Fr e n c h;

env drnnae n tin t h epr-o vIncej. thisaak es it

., ~~;~:~:~~edi~f~~~lir:~c~~~~~g~~g:~~itain an~ .

St u d e nts41 ave little i fany opport~nity:to^pnctise the i rFr e nch outs ide the c Las s rcca . The lan gua ge is be in g'le arn ed' ina va c uum:

it.

does not ex is t.in the real world. AFrenc h class r o om may have all the ri g h tprop s , butit is not re a l life. Incontr ast to th i s,thewriter~~d^{thepri vilege}of spend.ing six weeksin "M0!ltrea l,during,the SUllUD ef of 1978. In the

·

~ lassroom , FrenCh

^was.spo ke n atall times,'

b~ t

^{I "}

'U;'- : ' , "

'be c ame natural becaus et~W S~d. , •

when he wentsho p.ing--;-11'rwent on a tour,0 attended

_ -,-_ L

/

"

'27.

t, . ,

crass r-ccala ng'Ua g e , and because o'f this hewas easer

• to practise-and workIJard. Whata mct Ivar ingfactor

a Frenc,henviro~entis: , .

: Newfoundland French'stu4ents realiz; " " : for

th~

most pa.rt,if they are tJ_have an opportunity

• ti; manifest the~r^{skill s and} to practise wha-t·'t.he.y .have learnedtheywin have togo topartsof _

mainland

cana~a

^{or some}

. othe-r Fr~n ch -spe-a kirig:

^area.

( "

It'i s the du t y ofthe.tea~he r tohelp,s t u dent s see there leve~ceand practicality'of French even'-thcugh itsuseful n es.sin their illlllledfate,enviro-nme~i^seems' qudte Ibi_4ed::,.c .: '. .

'. <r c

th ~S ~~d .

^{the module_attemptedto's how,}

~tud& ~ ts,by havi~gcharac ters speakfor ebeas e aves, that French is not only

a

textb ook 1ansuage,but..a living lainguase used .by reU peopl e invery.real' .'c'ircurnstances•

.The followingi~a description,of.theva r i ous

, ,

·compo n ents,o"f'themodul e,the procedu~efO~lowed.i n thei r deveLcp ner rt;, "nd therea s ons fot'their inclusion in theIlodu le .

"

28,

Th~'^{mo d ule} co~siS'ts^{of th e}fOllolli ng comPO,nents :

"- a 49-sHdepr e s entaticn andaccomp.anyingFre~c':., - Teac

..

hergUide(a deta.iledfour-d ay le s son plan) .~ 12 da teflashcards

.

.

^,

Fill-in- t he -blanks.studen t.works h eet s andqujz ae s Listening exer cises'givingpract icewith'

aa

ees in French

-'oth~rsugges.tedfollow-up activ i t '

Thesl i de:tap.e· atwa s cho senforthe foll owi ng

(l) It can beeasily'-e~i ted,'int}le deve lopme n t a!

•stages\.3s'.,;'.e 11

as

.>l£ t e r the"fo~mative"eva lu ati o n, if-neces s'ary,

(Z)

. Sl ide-tape ~res en~a: tions .are

nc c a par"!of t'he pr e s en t grade te n Fre rrch pro.gramandit

,-

...:-..."

,

.

was fel ttha t thisteaching .technfqu e wou l d be inuresT.ing an d appea ling to th estudents . (3) The subj e c tccne en eof th eprese~u.tion··is llIore-re~'di1Y availa b le in slidesthan in filmor vi deo- tapedu e to its,d~v ers it)': cf-sce nery, chara; t e rs~n dc.loth in'K.

(4)'-The cost:isles s tha n that_of fi lmsor Vi deo-tape.

I L --: --- .--

^'-i

-,--'-7----,.,-- -

I

~ .. ^{, '. , . ~.'}

- ' - - -.

^{: . -... .. '--}

. ''

. .

^,

..

. '\

"

Co~tent:

The deve l.opmen.t,o,£therOd ul e'c o ve re d'a spa n.

Of~apP'rOXiJllA'!:e lY.

^{twcye ars ..:Th e ffr st}step ....as to"' decidehowlfIany

and·:~~iCh. h·i~ .~orical

^characters

" • l>

were to bereprts e nted in th emodule. Six

" ' - ~'

~~'" ^-

^..

~ : '}~

(S)- The availab~iity^{o!th e'}~e~~ssary·^{hardwa r e}

\ ".' .<: 'wou ldnot adverselyaffect the

~odule'

s

-rv: ~ "~ ..'... , .- -- . " 1I\P"1~t ion .i.n ·~-C.hOil l~. (The '~inar,~~OdUp

.' . will be afdLmstr Ipetape 'Presentat i on.•)"

\ .," : .,. ' . , ' . , ' _••f, • \ ". '. ' •

.

.

· c~aT.ac~ r s we;e·.~hQSen: . ~a.:ques

dai-tie<.(th e£1:5t,"• Frenc hexp~ o r e rto come t.oqanada). Samuel de Champlai n.

(the,

:ou ndi~g. -(at,her

^oft'he,:ctty

~f Quebf,~) ,

^{Jea nne}

r . '

Mance..(the first'nu r s e 1;:0'coa e to,Canad a)-, Bi,Sh~P .

~ran.~~ois L~aval

^{',(th efirst}

.R:~man ~a'thOl(C

^{bisho p}

't~.

arrivefn·C~nad~l. ^AdiJilDo~-lard'(a'1?rav~ Fr~nc'h

comman~er'

^who

.d~£.en"d~d

^..

Mo~ueal

aga'ins t t'h-e Ir oq u o i s , and Made l~ine^{-d e}verch~res'(a'~i Tl^{who.showed •}

", cou ra ge~uTin~_~n-~~d.iaD Tai~)^•

.'Jacques,Ca rti~r .Samu:l de Cham~ ~ain,'Jea nne ...."!ancFand-Bis,ho pL;av a l'we r eI;hosenbecaus e.ot istor ic a l

~ .

' .

'

'i mp o r ta n ce'in s~dYin,g,th eea r ly ,ye a r s0 Quebe;"and

'be c ~us eof th eeXcit"ing ~xploi tsi hrch'th ey vere

involv~ .

AdamI;lo;lard

a~ '

^ereme

de\;'erehe~~s

^.

werechc se n because "r-fuir deedscf ·-';'; i'ver y'and

he'r~i~::'

\

\ .

"ae,

it was f~lt'th at the~echarac tershadlive s whic h

"

..

' , '

..

.w,?uldbe interest ingandappealin.i'tothe stu de nt s . :Ano~he r"r,e u onfo rthe chc t.ce of these "pa rticular characterswas the~riter' 5 ^{kn'owledieofa'nd} tneerese'inthe

l~ves ~i

^{£h e s e}.'c h a u ( t e rs.'

Hext, a sc r i p t wasd~velopedkeepinii~Mi nd thel~n.g u.gele vel'of the.-·studentsto whoil.the~o~le .was,dfrecred , The introduc t orypar tof_thescript

prese ntedQue be c.asi tistOd~Y.

i

^{Thenthe six}C:haracter~

iri~rodqce dothemselves a~drcIda littleabou t their exp e r ie nces.and.chali enge s "in enes ee a rIyyear so~

bcebec,

App ropriatepi ctu re sto accompa ny thescri pt .we.r.efou.nd. Lette rs ~eq uest ing peTDli s s i ~nto us:e

ce,rtainpi c tu r es, as slides,we r~sen t :0t~eva r i ous publishing compan ie sfroawhoseboo kspictu-~~s^{wer e} t:"ken. Otn~ rs~ i des'^were'orde r e d from thePU~lic

~:~hiveso~Ca n a da, and stillothe rs ~e Tetakenby thewrite r hillls e i f. Theaevelop}. ng.·andduplicating

. . ' . I ' -- .

of the s esli des. wasdOll~by the st'aff ofl.tle Centr e

;forAudio!1sualE,ducation at' Memo ri a J Univer sity. Whqe appropriatesli?es wereb~i ngfound and perll i s s i on for their use requested,-stud en t works heets, listeninge~er~1s~sand ot he rmater i a ls wer e being ., deve lo pe d,to re inf or ce.the. historl'c al / cul t u r al

" : ":the

n.~~

'v oc.a bUlar y:and'.exp r e si ibns,. th e.

dat~'s

.>,

···0

\:.-

L

andthe'differ en'tverb tenses presented inthe script.

Listeningexercises we're

de ~eloped

to give the

~tu4ent

^{p;acti ce in}

d~scriminating th~ ·~ pass;' ·

compo : ;''' , the "imparfait", the "present"andthe."futur proche"

as they,~, re^{oralr;pr:,sented} byt.h e"te acher.

Date flaspcards (14cm. X7cm.) w.e r ecc nseru c re c andlami na t e d . Th.ey were,us e d

io\

two purposes:

. .

(1)' to give the studentspractice in saying.

da res in French. .!

(2) to,he lpthestudents'a s s oc i at e.certa'in hist~:r:i.cal ~.nformation^{with sp ecificdece s-.}

FOT example: .;

1608- En se ize'~ent:huLtC~ampl.aiILa fonde la v:ill ede Quebec.

Twoli s t e ni n g comprehens ionexerciseswere develope d as wellto he Ipjstudentsto improvetheir abi li ty'~o di s t inguis hau~allydates,i nFr e nc h .

TwoFill-in·the-blankexercis es were ccnstruc red• .The first,r e qui red students to know names,dat e s, . placesandsome vocabu la ry ite ms whi c hwe r~ in tr ~du ce.d

~

ⁱn the slide -'tapepre s ent atIcn and discussedinclass.

.

-

A.Lt st of possib l.e'answerswas provi ded. The second

\

.

req u iredstudents to kn.owsp ecificexpressions ....hich wer e in t r oduced in..the'siide-tape pre s e n t a ti o n and

" I .. .

.discussed and'fur t her explaine d inclass. Ali s t of

\ . \, , -f

\ -'- 7 1

..

,

, . "

I

J2 .

po ss ibleanswers.was aga in prov id ed. Fo u r fo ll ow-up ac cIvitLe s ....eredevelop ed as

~ei lfo r the tea c h erwho~'j,ght\o{an~ topur sue the topic beyondth e sugg es tedfour-day lesso nplan. Activi t y1: Suggest ion s for fu rt.he"rre s ea ;.Ch by sma l l- groups on oneof the cha; at te rs in t,he mod u l eor t on another tOPi~

re l a t ing tolife in earl y Que bec..

Activity 2..Suggestionsfor thedevel opmen t of

'. . ...

conversa tions re l a tt ng to thecha r acters. in-the mod u l e . .

Activity3: Mots caches finding hidden ~ord~'wh ich were,found.in.the",!!odti l e',

"Mots'.~rois~ s:"^'3.cros~wordpu zz l eusing

' . ' . . .

vocabulary iterns prese n t e d inthemodu le.

ATeac~e! 's g?de:asalso comp iled.','ItC"~n ta"ined' .all the above-men t i on ed_, worksh ee ts , listenin g, exe rci se s

and'a c t ivit ies:plu s'adeta Ijed f9u r - da y les s on.p~an an dt'eachi~gsu gg es t i ons .'

AFren~·h·laniu.aie·^aUdio-tapetoacc~pa~yt~~

writtenscript and the.s Hde s alsq ha dto be made.•

~nce··.therewere malechar~ctersa'ndfe!llale ch ar a c t e r s.

int~escript.itwas ne c e s s a r y tohave both male and female.vo ice s to representthem, th us makihgthe ,p r es e n t atip n more·r e a li s t ic.' Thre.e'monit~rs (on~^.

. ,

.

,.