Anderson,B.,Carr,W.,Lewis,C.,Salvatori,M.,&Turnbull,M.,(2008).

Effectiveliteracy
practicesinFSL:Makingconnections,1824.Toronto:Pearson.
IntegratingliteracypracticeshelpsFSLteachingandlearning.Thispaperexplains
howliteracyskillstaughtinonelanguagecaneasilybetransferredtoanother
language(suchastheabilitytoanalyzeorcritictexts).Becauseofthis,itis
importantforFSLteacherstomakeconnectionstoliteracyskillsthatstudents
alreadyhaveintheirfirstlanguage,sostudentscantransferthemintoFrench.
ThispaperbreaksdowntheskillsofFSLlearnersandthechartwhereitexplains
howstudentslearnbestisparticularlyusefultoconsiderwhenplanninglessons.It
explainstheimportanceofstudentspriorunderstandings,ofintegratingnew
knowledgeintoaframework,ofhelpingstudentstakecontrolofthelearning
processwithscaffolding,andfinally,ofgettingstudentstoparticipatein
supportivecommunities.Theexamplesitprovidesareuseful.

Cohen,A.D.,LarsenFreeman,D.,&Tarone,E.(1991).TheContributionofSLA
TheoriesandResearchtoTeachingLanguage.PaperfromtheRegional
Language
Language

CentreSeminaronLanguageAcquisitionandtheSecond/Foreign
Classroom.Singapore
Thisarticleoutlineshowlanguagelearningresearchcanguideteachersapproach
intheclassroom.Itcoversresearchaboutcomprehensibleinput,focusonform,
correctionofspeakingerrors,pronunciation,speechactsets,learningstrategies,
andotherfactorsinfluencinglanguagelearners.Althoughthisisagreatlyuseful
articledetailingthewaystoapplySLAresearchtoteachingmethodsinthe
classroom,theareathatIfindtobemostusefulisthesectionregardingcorrection
ofspeakingerrors.Itoutlineshowstudentsshouldformhypothesesoftheway
languageworks,applythemandthenbeprovidedwithimmediatefeedbackin
ordertolearneffectivelythisisessentiallythescientificmethod.Teachers,then,
shouldallowspaceforstudentstotrythings,makemistakes,andthenprovide

feedback.Teachersshouldalsobesuretospecifythepurposeoftheactivity,ifit
isafocusonaccuracyoronform.Thesectiononspeechactsetswouldbehelpful
toteacherswhenteachingcommonphrasesorsocialinteractions.

EffectiveAssessmentPracticesinFSL:ConnectingGrowingSuccessandtheCommon
EuropeanFrameworkofReferenceforLanguages(CEFR)KindergartentoGrade
12
ThisdocumentoutlinesthebenefitsofusingtheCommonEuropeanFramework
ofReference(CEFR)inOntarioFSLclassrooms.TheCEFRisacomprehensive
toolusedmostlyinEuropetoassessanddescribetheabilitiesoflanguage
learnersbyassessingwhattheyareabletodo.Thispaperelaboratesonthe
potentialusesoftheCEFR,particularlyhowitcanbeusedtodesigncourses,
providemeasurablemarkersandobjectivewithregardstoFrenchlevel
attainment,andhowitcanbeusedasanassessmenttoolforlearning.Thespecific
assessmentindicatorscanbeusedbyteacherstodevelopcurriculumasthey
provideaclearoutlineofspecificactionsthatlearnerscandoateachlevel(e.g.,
someoneatlevelB1canwritepersonallettersdescribingexperiences,feelings
andeventsindetail).Thisisavaluabletoolforteacherstoevaluatetheirown
languageabilityincludingareasthatneedimprovement.TheCEFRwillalsohelp
studentswhoareexposedtoitsetlearninggoalsandmoreeffectivelyaddress
areasofweakness.

Kissau,S.,&Turnbull,M.(2008).BoysandFrenchasasecondlanguage:Aresearch
agendaforgreaterunderstanding.CanadianJournalofApplied
Linguistics/Revue

canadiennedelinguistiqueapplique,11(3),151170.

Thispaperoutlinestheproblemoflowmaleparticipationinlanguageclasses,and
morespecificallywithinCanadianFSLclasses.Itoutlinescontributingfactors
suchaspedagogy,socioeconomicfactors,masculinity,theinfluenceofpeers,the
roleofencouragement,theinfluenceofmaleteachersandperceivedbiological

differences.ThispaperimpliesthattheparticipationofboysinFSLclassrooms
maybeimprovedbystudentcenteredclassesthatprovidestudentswithtoolsthey
canusetoimproveontheirown,andmarkerstotracktheirimprovement.The
communicativeapproachseemstobemoreappealingtomalestudents,however
classroomtopicsshouldattempttocoverabroadrangeoftopicsandnotfocus
primarilyondomestictopicsthatmayboremales.Teachersshouldbeawareof
anygenderbiastheymayholdwhenencouragingstudentstopursueFrench,and
correctanybiasbyevenlyprovidingencouragementtopeopleofallgenders.

Rivers,W.Principlesofinteractivelanguageteaching.
Inthispaper,Riversoutlinestenessentialfacilitatorsoflearningthatunderlieall
languageteaching.Someoftheseprinciplesapplytoallsubjectsandclassrooms
suchastheimportanceofcreatingstudentcenteredclassrooms,arespectful
learningenvironment,andassessmentasatoolforlearning.Someoftheother
principlesoverlap,butthekeythemesareprovidingmeaningfuluseoflanguage,
interactionwiththelanguage(andculture)bothinsideandoutsideofthe
classroom.Thispapercontainsathoroughdescriptionofpointstoconsiderwhen
assessinglanguagestudentsandwouldbeusefultoconsultwhencreating
assessmentdevices.Itprovidesexamplesofwaysinwhichlanguageisusedin
reallifesituationsthatcanbeeasilyappliedintheclassroom.Italsoservesasa
reminderthatanytypeofcontentcanbeusedasamediumtoteachalanguage
(e.g.,philosophy,history,storytelling,etc...).Overall,readthispaperasan
effectivereminderofsomebasicprinciplesoflanguageacquisitionthatwillhelp
sparkmanylessonideas.
Terrell,T.D.(1991).Theroleofgrammarinstructioninacommunicativeapproach.The
ModernLanguageJournal,75(1),5263.

Thispaperlooksattheinstanceswhenexplicitgrammarlearning(EGL)canbe
veryuseful.Thearticleexplainshowlanguageislearnedbyeveryoneinspecific
stages,andcurrentEGLsequencedoesnotmatchthesestages.Inordertobe
effective,EGLshouldtargetthelearningthattakesplaceineachstage.Terrell
arguesthatcreatingmeaningformassociationsiskeytoEGL.Thismeansthat
studentsmustbegintounderstandhowwordsrelatetoeachother(e.g.,theword
beautifulisassociatedwiththewordsbeauandbelleinFrenchwhichare
thenassociatedwiththemasculineandfeminineforms).Todothis,Ishould
provideagreatnumberofexamplesofthesamegeneralgrammatical
relationshipstohelpstudentsnoticegrammaticalpatterns.Examplesshouldonly
uselanguagethatstudentsarealreadycomfortablewith.Shouldanystudentsask
whytheyneedtolearngrammar,thispaperprovidesaclearexplanationonwhy
EGLcanbebeneficialincludingincreasingtherateatwhichstudentslearnas
wellastheireventuallanguageattainment.