Page 18 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
Teachers
Teachers and students have complementary responsibilities. Teachers develop appropriate and effective instructional strategies to help students achieve the curriculum expectations, as well as appropriate methods for assessing and evaluating student learning. Teachers bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. Teachers reflect on the results of the learning opportunities they provide, and make adjustments to them as necessary to help every student achieve the curriculum expectations to the best of his or her ability.
Using a variety of instructional, assessment, and evaluation strategies, teachers provide numerous opportunities for students to develop and refine their critical-thinking, problem- solving, and communication skills as they engage in activities, projects, and exploration. These activities should give students opportunities to relate their knowledge and skills in classical studies and international languages to the social, cultural, environmental, and economic conditions and concerns of the world in which they live. Such opportunities will motivate students to participate in their communities as responsible and engaged citizens, and to become lifelong learners.
Teachers of classical studies and international languages provide students with frequent opportunities to practise their skills and apply new learning and, through regular and varied assessment, give them the specific, descriptive feedback they need in order to further their learning and refine their skills. Teachers can help students understand that the language learning process and sustained communication and interaction often require a considerable expenditure of time and energy and a good deal of perseverance. They can also encourage students to explore alternative solutions and to take appropriate risks to become successful problem solvers. By assigning tasks that promote the development
of higher-order thinking skills, teachers help students become thoughtful and effective communicators. In addition, teachers encourage students to think aloud about their own linguistic choices, and support them in developing the language and techniques they need to assess their own learning.
Teachers of international languages are important role models for students, both linguistically and culturally. Teachers have the key role of being a model speaker of the target language for their students and the disseminator of information about cultures where the language is spoken. Often teachers are the students’ first contact with the language. Teachers should endeavour to use the target language as the language of communication in all classroom interactions, so that students receive constant exposure to the language in a variety of situations. Teachers provide students with varied opportunities to speak and interact in the target language in meaningful and purposeful activities that simulate real-life situations. Teachers also need to expose students to social and geographical varieties of the target language through a range of authentic materials and examples of the language being spoken by individuals of different ages and geographical origins and from various sociocultural groups. This exposure will help students develop an understanding and appreciation of the diversity within communities where the target language is spoken.
Classroom teachers, as well as other educators in the school (e.g., guidance counsellors), can also inform students about the benefits of learning a second or additional language. For example, they can highlight the merits of speaking another language by promoting language studies, exchange programs, and global career opportunities.
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