A study investigated the effectiveness of teaching French cleft constructions (e.g., "qui est-ce qui...) by three methods: in a contextual presentation; traditionally; and in a presentation influenced by syntactic theory and explaining the internal structure of the phrases. Results suggest formal grammar instruction should focus on familiar…

Instructional strategies used by a first-grade French immersion teacher to combine science and language arts instruction are described. They involve developing themes from the science curriculum, integrating content objectives and instructional strategies characteristic of both subject areas, using teacher talk and using discourse incorporation…

A series of classroom activities for adult beginning learners of French, designed to improve reading comprehension through newspapers and news magazines, are described. The technique focuses on development of grammar and vocabulary and makes use of photos, text, layout features, and headlines. (MSE)

Reports on a study that explored the use of puppets and classroom-based interview protocols as a practical way for teachers and researchers to get feedback on young students' learning in second-language classrooms. (21 references) (GLR)

Intended as a practical reference for teachers and curriculum developers, the guide reviews options in student evaluation and considers the relevance of these for monitoring student learning in the context of a multidimensional curriculum for core French programs. Three categories of evaluation methods are examined: language tests; observation and…

A three-phase procedure for developing instructional units, which when used with professional development can enhance teachers' understanding and implementation of Canada's National Core French Study multidimensional curriculum, is described. The procedure includes reflection, production, and piloting phases. (Author/MSE)

Examines the integration of grammar into second-language instruction, specifically in core French courses in Canada. A brief overview of studies on this topic in different settings is followed by an attempt to demonstrate how the limited results of available studies can offer a starting point for finding solutions to the problems of integrating…

Discusses children's concept development and exploratory talk in the primary years of early French immersion (K-3). Data from a case study of a primary program is related to personal teaching experience and research in language and learning and developmental psychology. Suggests possible approaches to enhancing concept development and exploratory…

Discusses the need to incorporate form-focused activities into second-language communication instruction, and suggests pedagogical strategies for doing so. Provides examples of tasks that may help realize this goal. Examines relevant empirical evidence on the effectiveness of such tasks. (Author/MSE)

Describes one teacher's use of creative skits in a college-level beginning Japanese language course. Each student must participate in two skits. Preparatory activities, required linguistic elements, use of props, teacher input into scripts, and methods and criteria for evaluation of performance are outlined. Possible difficulties and solutions and…

Argues that oral grammar correction in second-language classrooms produces overwhelming problems both in making corrections and dealing with their harmful side effects, and that the practice should be discontinued. Research evidence suggests that oral correction does not improve learners' ability to speak grammatically, and no good reasons have…

Response to criticism of oral grammar correction in second-language (L2) instruction which argues that while there are challenges and complexities in providing effective feedback, error correction should not be abandoned. Continued systematic, rigorous research to investigate whether different types of feedback are more effective, and to what…

Argues that in Ontario's French-medium schools, reading is often a challenge, particularly for those in readiness classes who speak little or no French. A model for early intervention in reading is recommended, combining reading and writing to address the linguistic challenges of students in a minority-language community. (Author/MSE)

Describes a course for college French majors that uses drama and instruction in nonverbal communication in an intensive oral language experience and cultural exploration. French and Quebec plays are rehearsed and performed by students for the university community, both francophone and anglophone. (MSE)

Describes the construction and field-testing results of intermediate-level tests for Canada' National Core French Assessment. Teachers found the instruments flexible to use and helpful for evaluating desired learning outcomes. Students found them beneficial for focusing and organizing learning activities. Both teachers and students found them…