Page 40 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
Instructional Approaches in Classical Studies and International Languages Instruction in classical studies and international languages should help students acquire the knowledge, skills, and attributes they need in order to achieve the curriculum expect- ations and be able to enjoy and participate in language learning and cultural exploration throughout their lives. Instruction is effective if it motivates students and instils positive habits of mind, such as curiosity and open-mindedness; a willingness to think, question, challenge, and be challenged; and an awareness of the value of listening or reading closely and communicating clearly. To be effective, instruction must be based on the belief that all students can be successful and that learning in classical studies and international languages is important and valuable for all students.
Students will benefit from a thematic approach to lesson planning and delivery. Teachers should develop enriched language instruction and engaging course content, so that students can acquire and consolidate language knowledge at the same time as they develop inter- cultural understanding. Teachers should also ensure that linguistic elements, including language structures and conventions, are taught and practised in context, not in isolation.
The classical studies and international languages curriculum is based on the premise
that all students can be successful language learners. One of the keys to student success in mastering language skills and cultural knowledge is high-quality instruction. Since no single instructional approach can meet all of the needs of each learner, teachers will select classroom activities that are differentiated on the basis of students’ individual needs, proven learning theory, and best practices. Classical studies and international languages programs provide engaging, stimulating, and relevant experiences for their students. Teachers must also help relate that knowledge and those skills acquired to students’ own experiences and the world at large.
All teachers should remember that language learners need frequent opportunities to listen, speak, read, and write. Time and intensity are features of successful language programs, and some languages will require additional time spent on certain skills. Students need to have plenty of opportunities to communicate with teachers through conferencing. They also need to work with classmates in a range of interactive activities, such as face-to-face and electronic conversations, group work, jigsaw activities, literature circles, peer tutoring, and community outreach tasks. Students need to receive meaningful and timely feedback in a respectful and helpful manner from both the teacher and their peers. They need to be given sufficient time to formulate their thoughts in the language they are learning before answering questions or contributing ideas in class. In oral contexts, teachers should focus on communication first, responding to the content of what the student is trying to communicate, and, as necessary, rephrasing in order to provide a model for the student. It is important to remember that making errors is a normal and integral part of the language learning process. In learning a language, students should
be encouraged to make and test hypotheses about the language and to apply prior knowledge and strategies from other curricular experiences.
The courses in classical studies and international languages outlined in this document have been designed for use throughout the province. Teachers are therefore encouraged to make use of aspects of the local linguistic and cultural environment, as well as various forms of technology, when developing lessons. The courses also provide for explicit teaching of language structures, concepts, and skills. In effective programs, teachers will also introduce a rich variety of activities that integrate expectations from different strands and challenge their students.
38