Page 365 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

D3. Intercultural Understanding
By the end of this course, students will:
D3.1 Intercultural Awareness: in their written work, communicate information about French- speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., prepare a research paper about the importance of cultural identity in different French-speaking communities; add to a poem or the lyrics of a song by a French- speaking poet or songwriter to make connections with their own cultural identity; write a feature article for a community newspaper describing the role of women in the business world in different French-speaking regions)
Teacher prompts: “Comment l’identité culturelle change-t-elle d’un pays à l’autre?” “De quelle façon le fait d’écrire des paroles d’une chanson ou d’un poème en reliant une autre culture avec la vôtre vous permet-il de comprendre et d’apprécier les deux cultures?” “Quelle était et quelle est la place des femmes dans le monde du travail?”
Instructional tip: Teachers can suggest that students use the subjonctif after indefinite expressions when writing about cultural identity (e.g., “On cherche toujours quelqu’un qui puisse nous définir l’identité culturelle”,
“Y a-t-il quelque chose qui rende chaque société différente?”).
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., use French slang in a comic strip; write a formal memo to members of the Académie Française to encour- age them to include new terms in their French dictionary; use regionalisms in a play that parod- ies political leaders in a specific region)
Teacher prompts: “Comment l’argot est-il une réflexion de la culture populaire?” “Comment pourriez-vous convaincre l’Académie française d’inclure de nouveaux mots dans le diction- naire?” “Comment pouvez-vous utiliser des régionalismes d’une façon respectueuse pour satiriser les figures politiques de la région?”
Instructional tip: Teachers can suggest that students research slang from various regions so they can use it correctly in their comic strips and parodies.
WRITING
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French Immersion
FIF4U