Page 247 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

A3. Intercultural Understanding
By the end of this course, students will:
A3.1 Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to recordings of adolescents in various French-speaking communities speaking about how their schools reflect local cultures, and draw comparisons with schools in Ontario; compare film festivals in various communities, including their own, and discuss how they reflect diverse French-speaking cultures; listen to French-language comedy shows to determine how humour in different cultures requires different social attitudes to be understood; view documentaries on the role of family in diverse French-speaking cultures and make comparisons to their own family experiences)
Teacher prompts: “Quelle est la différence
entre le Festival International du Film de Toronto et le Festival de Cannes?” “Comment la compréhension des blagues peut-elle enrichir votre connaissance des mœurs, valeurs et traditions d’une société?” “Selon Freud, l’humour est une épargne de dépense affective, que pensez-vous?”
Instructional tip: Teachers can encourage students to find information about trends in film-making in different countries before listening to a speaker give a presentation on this subject.
A3.2 Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety
of situations in diverse French-speaking communities (e.g., identify informal colloquial variants heard in French-language media, such
as suppressing“ne”in the negative, and use them in their interactions with peers; after viewing a French-language film, discuss with peers the social implications of certain expressions, such as“Il se fait tard”hinting“It’s time for you to leave”)
Teacher prompts: “Jusqu’à quel point pouvons-nous comprendre les conventions sociolinguistiques d’une langue en observant les relations sociales des gens dans une com- munauté?” “Pourquoi le langage figuratif est-il important dans la culture populaire telle que démontrée dans les médias?” “Pourquoi la compréhension des nuances sociolinguistiques et culturelles peut-elle être à ton avantage durant une entrevue pour un poste?”
Instructional tips:
(1) Teachers can direct students’ attention to indicators of language register in a dialogue, and can encourage students to discuss them, using the plus-que-parfait and conditionnel passé in conditional sentences that begin with “si” (e.g., “Si c’était mon grand-père, je modifierais...”, “Si j’avais parlé avec ma grand-mère, j’aurais changé...”).
(2) Teachers can screen scenes from films so that students can observe conventional behaviour and language in various social interactions.
LISTENING
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Extended French
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