Page 53 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

• obtain access to programs, resources, and integrated technologies that support all curriculum areas;
• understand and value the role of public library systems as a resource for lifelong learning.
The school library program plays a key role in the development of information literacy and research skills. Teacher-librarians, where available, collaborate with classroom or content-area teachers to design, teach, and provide students with authentic information and research tasks that foster learning, including the ability to:
• access, select, gather, process, critically evaluate, create, and communicate information;
• use the information obtained to explore and investigate issues, solve problems, make decisions, build knowledge, create personal meaning, and enrich their lives;
• communicate their findings to different audiences, using a variety of formats and technologies;
• use information and research with understanding, responsibility, and imagination. In addition, teacher-librarians can work with teachers of FSL to help students:
• develop literacy in using non-print forms, such as the Internet, CDs, DVDs, and videos, in order to access information, databases, demonstrations, and a variety of texts and performances in French;
• design inquiry questions for research for FSL projects;
• create and produce single-medium or multimedia presentations.
Teachers of FSL are also encouraged to collaborate with both local librarians and teacher- librarians on collecting digital, print, and visual resources for projects (e.g., culture-specific image collections; informational videos; CDs of French music; and DVDs of French-language films and plays as well as documentaries on the history and culture of French-speaking societies around the world). Librarians may also be able to assist in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos).
In addition to resource materials in the school library, teachers may be able to access specialized libraries of copyright-free authentic texts in French, including audiobooks and music from a variety of cultures in which French is spoken. Teachers need to discuss with students the concept of ownership of work and the importance of copyright in all forms of media.
THE ROLE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN THE
FRENCH AS A SECOND LANGUAGE PROGRAMS
Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support student learning. ICT tools include multimedia resources, databases, websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. ICT can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom.
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN FRENCH AS A SECOND LANGUAGE
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