Page 220 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Appendix C: Instructional Strategies
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
writing, and vocabulary development, language learners take more responsibility for their own language learning and success in school. Examples of learning strategies include: using mnemonic devices to remember new words; using sticky notes to highlight important information when reading; preparing cue cards to study for a test; and watching videos to learn more about cultural concepts and language use associated with the target language.
To help students become aware of their own learning processes and increase their repertoire and use of learning strategies, the teacher can prepare a questionnaire or survey to gather information on how students complete an assignment on time, learn and retain new words, or organize and learn from their notes. Class discussion then generates a larger class list of strategies, to which the teacher may add additional techniques and tips. The teacher can then round out the experience by asking students to write a reflection on growth and changes that have occurred in their learning process as a result of the application of new learning strategies.
Literature Circles. Also known as literature study groups or book clubs, literature circles provide an opportunity for a group of readers to get together to talk about a book in depth. The literature circle allows students to engage in natural and motivating talk about books while sharing ideas in a small- group setting.
Teachers can structure a variety of activities for the literature circle: for example, a “parking lot” for thoughts and feelings about the book; questions to stimulate thinking about the text and guide discussion; and concluding activities such as book talks, dramatic presentations, or visual art that illustrates or interprets the text.
Literature circles offer an excellent forum for language learners to become familiar with ways of talking about literature as they share their responses to books and connect characters and themes in books to their own lives.
Mentor Texts. Mentor texts are high-quality, well-written texts that can be used by teachers to introduce students to a strategy, literacy device, and/or text feature. Students can refer to mentor texts when they need to remember how to apply or to recall a literacy device or text feature. Any text form can be a mentor text, as long as it is well crafted and meets the intended learning goals.
Personal Dictionaries. This strategy allows individual language learners to build vocabulary that is significant to them and relevant to their needs. Students can compile their personal dictionaries thematically or alphabetically, and can enrich them with aids such as bilingual translations, visuals, and even accompanying audio media.
Students can be encouraged to extend the personal dictionary into a vocabulary journal in which they jot down associations with words, common accompanying adjectives, and contexts in which they have heard or read the words.
A personal dictionary task for more advanced learners might be to compile a personal thesaurus with lists of different and more specific words to express nuances of very general words.
Role Play. Role play allows students to simulate a variety of situations, using different registers of language for different purposes and audiences. Through role plays, language learners can practise the target language as it is used in situations outside the classroom, such as in job interviews, meetings, and formal gatherings. The role-play strategy also allows students to take different perspectives on a situation, helping them to develop sensitivity and understanding by putting themselves in the shoes of others.
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