Page 12 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
the target language as extensively as possible at all levels of instruction during instructional time and, when feasible, beyond the classroom. Most current second-language teaching philosophies underline the necessity of making language instruction meaningful for the learners. Teaching language as a system of disconnected and isolated components gives learners some knowledge of the language, but does not allow them to use the language effectively. In contrast, communicative and action-oriented approaches to teaching second or additional languages put real communication at the centre of all learning activities. “One goal of language instruction is spontaneous communication which is both fluent and accurate.” To attain this, instruction includes “teaching rules for developing spontaneous oral communication and emphasizes the importance of language use and communication in the classroom.”6 International language learners need multiple opportunities to hear and use the target language in authentic and varied social contexts, including personal, academic, community, and workplace contexts, so that they can make real-life connections.
Development of Language Learning Strategies
Language learning strategies are important components of a second or additional language program. Research shows that mastering such strategies is an essential part of successful language learning. When students apply a range of strategies, they are better able to comprehend information, clarify and negotiate meaning, and communicate effectively. They begin to see themselves as successful language learners, understand their own learning processes, and take responsibility for their learning. Students should be encouraged to develop and apply a repertoire of strategies as tools to support their communication in the target language.
Language learning strategies are often categorized as cognitive, metacognitive, and social/affective. Cognitive strategies involve the direct manipulation of the language itself, such as remembering information and understanding or producing messages
in the target language. Metacognitive strategies involve planning, thinking about the learning process as it is taking place, and monitoring and evaluating one’s progress. Social and affective strategies enhance cooperation and help students regulate their emotions, motivations, and attitudes as they learn a target language through interacting with others.
Research also shows that effective language learners use some specific strategies to enhance their learning, retention, and application of the language. These strategies include focusing their attention on learning; planning in advance how they will approach a text (previewing, skimming, scanning, reading for main ideas); reflecting on and summarizing what they have just learned; using specific questioning techniques when explanation or clarification is needed; and making inferences from a text. Particularly important in the early stages
of language learning are comprehension strategies (those that help students make sense of a text) and repair strategies (those that are applied when students recognize that their understanding is breaking down).
6. Joan Netten and Claude Germain, “Pedagogy and Second-Language Learning: Lessons Learned from Intensive French”, Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée 8, no. 2 (2005): 183–210.
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