BC Education - Core French 5 to 12 - Introduction

Language-Learning Strategies

Language-learning strategies are important components of a language program and are now recognized as an essential part of successful language learning. Examples of such strategies include using visual clues; recognizing cognates; recognizing, using, and adapting language patterns; using a variety of writing processes such as brainstorming, sharing, revising, editing, and publishing; and using context to support and extend language learning. When students apply a range of specific strategies to their language learning, they are better able to understand information, clarify and negotiate meaning, and generally communicate more effectively.

The Language-Learning Strategies chart (below) shows a cumulative range of strategies suggested for each grade. By Grade 12, students should be using the full range of strategies.

Language-Learning Strategies

Students are encouraged to develop and apply a repertoire of language-learning strategies to support communication in French. These cumulative strategies include:

Grade 5	Grade 6	Grade 7
recognize cognates use visual aids, actions, lists, and pre-framed models use visual and context clues to guess meaning use mime, gesture, and props to help convey meaning use repetition, alone or with others, to practise and reinforce new language record ideas or expressions with visual images and symbols derive meaning by listening attentively and participating fully in activities	use prior knowledge of a topic to predict meaning use formula phrases, including greetings and expressions of politeness actively seek help by asking for clarification and repetition connect new topics to personal experience use some English or mother-tongue words, if necessary, to maintain communication develop personal notebooks and dictionaries to record new vocabulary	recognize known French and cognates in new contexts ask for specific words, if necessary, while continuing communication listen to and practise pronunciation of the written word group new items into categories that are personally meaningful self-evaluate progress by comparison with earlier performance or against personal goals continue to record new vocabulary and phrases
Grade 8	Grade 9	Grade 10
recognize and use common patterns adjust the message in order to use known expressions and vocabulary use word webbing charts, tables, and other graphic organizers to support oral and written expression reflect on learning by recording personal goals, successful strategies, and new vocabulary and phrases	recognize and use common patterns listen, view, or read selectively to focus on key information tolerate ambiguity of meaning when unable to understand fully transfer and adapt known structures to convey meaning in new contexts use a variety of writing processes to convey personal meaning plan ahead for communicative activities by anticipating language and resources needed	take risks with the language to extend language boundaries use a variety of reference materials, including dictionaries, for comprehension and production set personal goals in language skills and monitor their progress
Grade 11	Grade 12
rephrase in French to compensate for unknown expressions make personal notes to use as a reference for oral and written productions actively review common, useful expressions and patterns to refine communication self-monitor and correct recurring or significant errors in communication	negotiate meaning by using questions in French and other techniques for clarification summarize information in oral, graphic, and written form use dictionaries, grammars, and other reference materials for clarity of comprehension and expression seek out and create practice opportunities in and out of the classroom

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