Page 13 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Not all students acquire these strategies on their own. Most of them will benefit from explicit classroom instruction regarding the use of target language learning strategies and their application before, during, and after a language task, in authentic and relevant contexts. It is important for teachers to move gradually from more explicit to less explicit teaching (the “gradual release of responsibility” model). Once students are consciously aware of strategies, have practised using them, can select the most effective ones for a particular task, and can see the link between their own actions and their learning, they will be more able to monitor their use of the strategies, set goals for improvement, become more motivated and more effective target language learners, and continue to apply the strategies that work best for them even after they leave the classroom.
Development of Intercultural Understanding
As stated in Standards for Foreign Language Learning in the 21st Century,7
To study another language and culture gives one the powerful key to successful communication: knowing how, when, and why, to say what to whom. All the linguistic and social knowledge required for effective human-to-human interaction is encompassed in those ten words. Formerly, most teaching in foreign language classrooms concentrated on the how (grammar) to say what (vocabulary). While these components of language remain crucial, the current organizing principle
for language study is communication, which also highlights the why, the whom, and the when (the sociolinguistic and cultural aspects of language). The approach to second language instruction found in today’s schools is designed to facilitate genuine interaction with others, whether they are on another continent, across town, or within the neighbourhood.
Intercultural understanding is an essential element of any language learning process. Through the development of knowledge, skills, and attitudes in this area, students gain a vastly deeper understanding of the language they are studying. Students gradually develop an awareness of themselves in relation to others on different levels – first in terms of people and cultures they encounter and learn about locally, then on a national level, and finally, in terms of the world – as well as an understanding of the cultural contexts and ideas being studied, both contemporary and historical.
When language learners increase their intercultural understanding, they learn to apply it more broadly, by developing respect for the rich diversity of cultures within Canada and around the world. Fostering this respect will encourage students to explore and appreciate the cultures of diverse groups of people in Canada, including First Nation, Métis, and Inuit people and francophones. Ontario’s secondary schools are now home to students who speak more than 100 different languages, including several First Nation languages, many African, Asian, and European languages, and English-based creole languages. Ontario’s increasing linguistic and cultural diversity provides students with many opportunities for cultural enrichment, and underscores the importance of intercultural understanding.
7. National Standards in Foreign Language Education Project, Standards for Foreign Language Learning in the 21st Century (2006), 11.
INTRODUCTION
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