Page 254 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
le monde?” “Quelles sont les particularités des rituels de mariage dans les différentes régions francophones?”
Instructional tip: Teachers can encourage students to use a graphic organizer to help them compare and contrast literary expressions and forms used in texts on the same theme from different French-speaking regions.
C3.2 Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolin- guistic conventions used in a variety of situations in diverse French-speaking communities (e.g., discuss the evolution of formality evident in French-speaking political leaders’ speeches throughout the decades; discuss unique regionalisms or slang expressions read in plays; identify the
use of different language registers in a variety of contemporary literary texts; explain the meanings of proverbs and idiomatic expressions used in print advertisements from diverse French-speaking cultures; explain the influences of bilingualism or multilingualism on a variety of French-language texts from countries such as Canada, Switzerland, Morocco, and Luxembourg)
Teacher prompts: “Comment le langage utilisé dans les discours vous aide-t-il à analyser les politiques de cette période?” “Comment les registres de la langue sont-ils employés dif- féremment à l’écrit? (p. ex., familier, courant, populaire, recherché)?” “Comment les proverbes et les expressions idiomatiques enrichissent-ils votre connaissance linguistique?” “À votre avis,
est-ce que le multilinguisme est un pont ou une barrière dans la communication interculturelle? Pourquoi?” “Comment imaginez-vous une fable avec des animaux qui représenterait une conception du multilinguisme?”
Instructional tips:
(1) To help students distinguish between language registers and develop their under- standing of when they are used, teachers can suggest that students research how a concept can be expressed in various registers (e.g., “le papa du p’tit [le niveau familier dans les com- munications entre amis]”, “le père du garçon [le niveau courant dans les textes officiels, les journaux et les communications d’affaires]”, “le père du flo [le niveau populaire dans les expressions argotiques]”, “l’auteur de ses jours [le niveau recherché dans les textes littéraires]”).
(2) Teachers can encourage students to investi- gate proverbs and idiomatic expressions from different French-speaking regions and take turns presenting their findings to the class as
a daily warm-up activity.
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