Page 383 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

forms of writing/la production écrite. Types of writing that students may be expected to produce. Examples include: story or other narrative piece, anecdote, commentary, critical review, description, instructions or procedures, account (personal, narrative, informational), transcription of an interview, announcement or invitation, press release, creative piece (fiction, non-fiction, poetry), position paper, expository essay, personal essay, descriptive essay, argumentative or persuasive essay, supported opinion, research report, television or radio script, newspaper/magazine editorial or article, speech, letter, minutes of a meeting, notes, jottings, song text, dialogue, monologue, label, summary, cartoon caption, log, diary, journal, memoir, riddle, script for a commercial, advertisement, poster, list, survey, word web, chart.
francophonie, la. The geographical areas where people use French in their daily lives and com- munications for all of the time or part of the time. The term was first used in the nineteenth century. French is spoken in many countries and regions around the world, including Belgium, Burkina Faso, Cambodia, Cameroon, Canada, Côte d’Ivoire, Democratic Republic of the Congo, France, French Polynesia, Gabon, Haiti, Laos, Louisiana, Luxembourg, Mali, Martinique, Monaco, New Caledonia, Pondicherry, Saint Martin, Senegal, Switzerland, Togo, Vanuatu, and Wallis and Futuna.
When capitalized, la Francophonie is associated with the International Organisation of la Francophonie (IOF) and refers to states and other governmental bodies that have in common the use of French in their work or their trade.
graphic novel/l’album de bande dessinée. A story in comic-strip form, published as a book.
guided interaction/l’interaction verbale guidée. An interactive activity, such as a conversation, debate, or reading circle, that is lead or directed by the teacher to support students’ development and to facilitate learning at a level appropriate for them.
inclusive language/le langage inclusif. Language that is equitable in its reference to people, there- by avoiding stereotypes and discriminatory assumptions (e.g., le directeur/la directrice).
independent reading/la lecture autonome. A reading process in which students choose and read written texts on their own. Usually, students write a book report, give a book talk, or complete a written assignment after independent reading.
intonation/l’intonation. The stress and pitch of spoken language.
K-W-L. A strategy that helps students draw on their background knowledge, identify gaps in their knowledge, and retain new information. (The abbreviation stands for “I know; I want to know; I have learned”, which may be rendered in French as “Je sais; Je veux savoir; J’ai appris”.) Use of the K-W-L strategy can give teachers a sense of students’ level of background know- ledge on a particular topic so that gaps can be addressed.
language conventions/les conventions d’écriture. Accepted practices or rules in the use of language. In the case of written or printed materials,
some conventions help convey meaning (e.g., punctuation, typefaces, capital letters) and other conventions aid in the presentation of content (e.g., table of contents, headings, footnotes, charts, captions, lists, illustrations, index).
language knowledge/les connaissances linguistiques. Knowledge of grammatical forms and conventions, and of the conventions of spelling and punctuation.
language register/le registre de langue. A style of language (e.g., formal, colloquial) appropriate to a specific audience, purpose, or situation. Register is determined by the level of formality in a particular social setting, the relationship among the individuals involved in the com- munication, and the purpose of the interaction.
GLOSSARY
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