Fall

2008A Message from the President...

L’association ontarienne des professeurs de langues vivantesThe Ontario Modern Language Teachers’ Association

MMUNICATION

In this issue . . .

A message from the president............................. 1

From the editor’s desk....... 2

Teacher’s Bookshelf........... 2

Bilingualism in a Plurilingual Canada........... 3

My fi rst year of teaching.... 4

Guideline for classroom management....................... 5

This is how language teachers feel ...................... 6

Three cheers for language contest ............................... 8

Provincial Spanish contest ............................... 9

Stage BELC d’été 2008..... 10

Truancy ............................. 12

Branchez-Vous ................. 13

Diffi cult behaviours in classroom..................... 14

Qualité du français .......... 15

Inspiration for teachers ... 16

My pledge to students ..... 16

PULLOUT

Heather Henke :2008 Fall Conference

Michelle Babcock :Est-ce que tu aimes..?

Faten Hanna : - Bingo - Classroom rules - Connaissance des mots - Success in teaching FSL

MMUNICATIONCI hope everybody had an enjoyable, relaxing and restful summer and that you are refreshed and ready for the start of a new academic year.

As teachers, we each have our own way of unwinding during the summer. Some like to curl up and read a few good books on the beach or in the back yard. Others relieve stress by working in the garden or fi nishing up some of those projects that we put off during the school year. And yet others enjoy traveling as they visit old favourites as well as new and interesting places. I was very fortunate to be able to combine travel along with a fantastic language and cultural experience. Like many others in the province, our group, a busload of 42 from South Western Ontario, spent the fi rst week of July in old Québec. We were there for the opening ceremonies as Québec City celebrated its 400th anniversary in grand style. The activities, the people and the traditions made us all proud of our French Canadian heritage. Undoubtedly among the hundreds of thousands of people, who visited this fabulous walled city this summer, were some of our Ontario students. Hopefully, this will have fuelled a fresh desire to continue to learn Canada’s second offi cial language.

A part des festivités qui avaient lieu pour le 400e anniversaire, une vingtaine de nos membres tenaient leur propre célébration en forme de “Projet à Québec”. C’est la deuxième fois pour ce programme, et cet été, on l’a changé un peu pour mieux refl éter le 400e anniversaire.

Au niveau provincial, il y aura plusieurs événements qui attireront

notre attention. Nous serons dans notre troisième année avec les projets du “FSL Renewal Funding Grant”. J’avais décrit auparavant le grand succès de plusieurs de ces projets. Je vous souhaite la bonne chance avec tout ce que vous faites cette année en ce qui concerne ces oeuvres.

Le Ministère est en train d’inviter des enseignantes/enseignants de la province pour la révision du curriculum. Quelques membres de OMLTA/AOPLV seront là et présenteront les désirs de nos membres au Ministère.

N’oubliez pas les deux grands événements pour nos membres cette année: le congrès d’automne, qui aura lieu à Stratford, les 18 et 19 octobre, et le congrès de printemps, les 26-28 mars à Toronto.

As we draw closer to the fi rst days of school, I would like to wish all the new language teachers, the best of luck as they embark on what is the best profession in the world. September always allows us to get a fresh start as we welcome a new group of students eager to start a new year, in a new room, with new teachers. Remember, when you greet them on that fi rst day, it is your friendly smile and spirit of enthusiasm that will set the tone and let them know what lies ahead for the year.

C’est une nouvelle année avec beaucoup à faire. Bon succès et bonne chance à tous!

Pete CecileAbility is what you’re capable of doing. Motivation determines what you do. Attitude determines how

well you do it. ~ Lon Holtz

2

From the editor’s desk .....

Faten HannaFaten Hanna, Editorcommunication@omlta.org

Dear readers:

September is here and so is fall, so welcome back, I hope vacation was lots of fun, you enjoyed it with family and friends, and that you’re excited about the new school year.

What are we all always facing in September? Both new and experienced language teachers cite classroom management as a major concern. In this edition we explore the role of safe, orderly, engaging classrooms in producing high student achievement. How can we create a harmonious learning environment for students with different backgrounds and ways of

learning? How can we best support students with disruptive emotional and behavioural issues?

I strongly believe occasional, appropriate use of humour can increase student attention and maintain focus. Along with others, I have found that humour can help create a more open atmosphere and help in classroom management. Personally, throughout my many years of teaching and taking courses, I discovered that information was much more easily retained when lectures included humour and entertaining class discussions.

Humour can help in alleviating test anxiety and increase class enjoyment for students and teachers alike. I defi ne humour broadly as an event that elicits laughter. It is not limited to jokes or humorous stories but can include props, puns, short stories, anecdotes, riddles, or cartoons. It can be anything that creates a positive feeling in students and makes them smile and laugh. Humour captures their attention and is memorable.

C’est très important aussi de vérifi er le réalisme de nos attentes. Des attentes trop élevées, envers nos étudiants, pourraient faire en sorte que ces derniers n’ont que très rarement capables de nous satisfaire, situation qui peut rapidement devenir décourageante. Par contre, trop peu d’attentes, ne sont pas mieux non plus. Les élèves qui sentent que l’enseignant n’attend pas grand chose d’eux, pourront croire que le professeur ne s’intéresse pas au sujet qu’il/elle enseigne.

In this edition, there are a lot of ideas and experiences shared by teachers for the fi rst few weeks of school. I hope you will fi nd it interesting and useful.

Have a great start up!

Bonne chance!

Communication, the quarterly membership newsletter of the Ontario Modern Language Teachers’ Association, covers second language education issues in general, and Association activities in particular. Send correspondence to: Heidi Locher - Administrative Assistant OMLTA/AOPLV, 17A-218 Silvercreek Parkway N., Suite 123, Guelph, ON N1H 8E8 email: omlta@omlta.org www.omlta.orgTel: 519-763-2099, Fax: 519-763-3987

Communication provides a forum for a wide spectrum of opinions on second language learning and teaching. This policy permits divergent viewpoints without implying the endorsement of the Association.

Contact Heidi Locher (see details above). Please note that other than its own materials, the OMLTA does not endorse any of the products advertised in Communication.

The Ontario Modern Language Teachers’ Association is a non-profi t service organization committed to furthering modern language education, to providing support and opportunity for professional growth and to representing its members on matters related to education in Ontario. Membership is $50.00 annually. Receiving a copy of Communication is a benefi t of membership.

The Executive: Pete Cecile, President - Louise Bianchin, Past President - Linda Hendry, 1st Vice-President - Susan Forrester, 2nd Vice-President - Helen Griffi n, Treasurer - Wanda West-Gerber, Secretary.

The Directors: Michèle Babcock, Colette Fraser, Daniel Dionne, Faten Hanna, Heather Henke, Kim Lundquist,Anne Popovich, Jennifer Rochon, M.Carmen Romero,Karla Torrente-Lepage.

Faten Hanna

Daniel Dionne

Send articles to Faten Hanna, Editor, Communication, 3301 Aubrey Road, Mississauga, Ontario L5L 5C9. Electronic submissions in Word or WordPerfect are encouraged - communication@omlta.org. Topics for consideration: Learning and Teaching Strategies, Assessment, Special Education, Class Management, School Culture, Instructional Leadership and specifi c activities to feature in the pull out section. Deadlines for submissions: Summer Issue March 16, Fall Issue July 20, Winter Issue Nov. 18, Spring Issue Jan. 19. We accept submissions in both offi cial languages as well as modern languages.

An honest attempt has been made to secure permission for and acknowledge contributions of all material used. If there are any errors or omissions, these are wholly unintentional and the editor will be grateful to learn of them.

Advertising Information

About the Association

OMLTA/AOPLV Board of Directors:

Editor

Contributors in this issue:

Article submissions

MMUNICATIONC

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Michele Babcock - Limestone D.S.BJulie Barlow - WriterPete Cecile - Greater Essex Country D.S.B.Sandra Dennis - Toronto D.S.B.Helen Griffi n - Thames Valley D.S.B.Faten Hanna - Dufferin-Peel C.D.S.B.Heather Henke - Avon Maitland D.S.B.Selena MacDonald - Limestone D.S.B.Jean-Benoît Nadeau - WriterLisa Picerno - St. Thomas of Villanova CollegeAnne Popovich - Hamilton-Wentworth D.S.B.Jimmy Steele - Toronto D.S.B.Christine Wong - Peel D.S.B.

~ B

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nf

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ma

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TEACHER’S BOOK SHELFSucceeding in the Secondary Classroom: Strategies for Middle and High School Teachers Author: Harriett Arnold Published 2008 - Corwin PreISBN:1412909678 Education / SecondaryPrice: $ 28.00Description: This new book of insights and ideas is designed especiallyfor beginning secondary teachers who want to excel during that all-important fi rst year. Included are strategies on: • Handling that fi rst week of school • Planning for classroom instruction • Classroom management and discipline

Becoming a Star Teacher :Practical Strategies and Inspiration for K-6 Teachers Authors: Patricia M. Hart & James B. RowleyPublished 1997 - Corwin Pre ISBN: 9780803966857Price: $ 25.95Description: Empower your new teachers. Give them the tools they need to succeed. Here’s a mentoring package with audiocassettes and a workbook your teachers can use individually or in staff development workshops. They’ll learn how to polish their skills using proven strategies on discipline, curriculum development, counseling, evaluation, diversity, and much more. Complete package includes eight 45-minute audiotapes, plus an 80-page workbook.

3

Bilingualism in a Plurilingual Canada: Research and Implications

Le bilinguisme au sein d’un Canada plurilingue: Recherches et incidences

by: Michèle Babcock, Principal

Le bilinguisme, c’est l’art de “se servir de deux langues comme de deux mains”~ ~ Robert Mallet ~ancien Chancelier des Universités de Paris.

FRENCHSTOCK favourite BEEBO (and his side-kick Corey) are available for French school concerts in your area! Perfect for grades K-6! BEEBO blends comedy, prizes, audience

participation, a love for French & a great mix of originals and classics songs : Rock ‘n’ Roll à l’école! * Sur le pont d’Avignon * Saute comme ci! * Frère Jacques *

Fais le cha-cha-cha as well as ÉTIENNE hits including : Les 7 jours de la semaine * La Salle de Classe * Dansez! * Être * and more…

Book now & receive a FREE “Beebo Concert Package” with posters, tattoos, information and a free concert CD to prepare for your school concert!

Cost is only $ 499.00 (plus GST) per show. Act subject to availability. A minimal kilometrage charge may apply. Visit www.frenchstock.ca to book a concert or to learn more about all the Frenchstock artists.

Call 519-978-9899 or email info@educorock.com to book a show for your school!

“Our linguistic duality is an economic, political and social asset that benefi ts all Canadians.” This quotation is taken from the address of the Honourable Josée Verner, Minister of Canadian Heritage, Status of Women and Offi cial Languages and Minister for La Francophonie, to the delegates at a conference held June 19 and 20 at the University of Ottawa organized by the Canadian Center for Studies and Research on Bilingualism and Language Planning (CCSRBLP). The conference brought together researchers from across the country. Examples of research studies presented include:

▪ The FSL Classroom as Third Space – an exploration of how differing cultural assumptions and confl icting meanings create a “third space” in which students fi nd opportunities to construct new meanings of the world and, in so doing, negotiate different subject position. (Meike Wernicke, University of British Columbia)

▪ Une approche littératiée pour apprendre la langue et les sciences en immersion: Résultats d’une étude quasi-expérimentale – comparer l’apprentissage langagier et scientifi que par le biais de deux différentes approches pour enseigner les sciences et la langue en immersion française:

1) une approche littératiée;2) l’approche courante prescrite par le système scolaire au NB. Deuxième but – Décrire et comprendre le rôle de la langue première et de la langue d’apprentissage en tant qu’outils cognitifs et linguistiques (Marianne Cormier, Université de Moncton; Miles Turnbull, UPEI)

▪ Individual differences in L2 language and literacy outcomes in English-speaking students in French L2 Immersion programs –

Goals of research:

1) to understand individual differences in second language oral and reading acquisition among English-speaking students in French L2 immersion programs;

2) to determine if predictors of oral and literacy development in English also predict individual differences (and in particular diffi culty) in oral and literacy development in French L2; and 3) to determine to what extent and how risk for reading and language acquisition diffi culties/impairment in a second language overlap. (Caroline Erdos, Fred Genesee, & Robert Savage, McGill University) The conference focused on the importance of bilingualism in a multilingual Canada. It also publicly recognized the establishment of the Offi cial Languages and Bilingualism Institute (OLBI). The vision for OLBI is to “become the national and international crossroads for expertise, research and the development of public policies pertaining to bilingualism and the implications of linguistic duality for social cohesion, pluralism, and civic responsibility.” (R. Clément, Director and Associate Dean of OLBI, University of Ottawa)

The vision of the OMLTA includes strong partnerships with other organizations in promoting the benefi ts of learning languages. We look forward to hearing more from the work of OLBI and will keep the OMLTA members informed.

4

One of my students summed up my fi rst year of teaching very adequately. We were waiting for him to be picked up and he was helping me tidy up the classroom. He just looked at me and candidly said, “Long day, eh?” As a fi rst year teacher, it is impossible to hide the stress and strain you experience daily, even

from a six year old. However, as evidenced by the hilarious remark of my student, it is impossible not to treasure the gems along the way. While it sounds cliché, the hardest part of my fi rst year was to fi nd a balance between my personal life and my professional life. I was an excellent student and am a very organized individual, yet I couldn’t believe how hard I had to work to stay on top of things. Even in the summer when I was trying to get ready, I had no idea what I needed, what the kids needed, what would work, and there was no way to adequately prepare. That being said, enjoy your summers! I fell off the map from September until December; I came home from work late, ate dinner, did work, and went to bed. After I picked myself up over the holidays and had a better grasp on the demands of my job and I knew my kids and their needs, I was able to go out with friends, go to the gym after work, and I began to feel better. A supportive family and partner made the roughest part of my year bearable. Another fantastic way to make the year manageable is to get involved. This sounds ridiculous in September when you’re trying to get from one day to the next, but I am a grade one/two teacher and had no connection with the Juniors or Intermediates in my school until I coached the Senior Girl’s volleyball team and the Junior Girl’s

basketball team. You not only meet the students, but their parents, other coaches/teachers, and the community. Another coping strategy is to work with your colleagues. I grew so much professionally through the help and support of my Primary Division. They answered questions, sometimes even before I had thought to ask them! If you are lucky enough to work in a collaborative, open, professional relationship with other teachers, the year will unfold with fewer bumps and bruises. This has been the most exhausting and challenging year of my life – however, it has also been the most rewarding. Someone told me that in their fi rst year of teaching, “the kids learned in spite of me, not because of me”. I agree whole heartedly! Whether or not I did something right along the way, there is no way to describe the feeling of watching your students make leaps and bounds and take pride in their work. It is what you begin to live and breathe for as a teacher, and it makes all the headaches worthwhile. That being said: spend time with people who support you, utilize all your resources, know that things get easier as the year(s) go on, get involved, enjoy your summers, and most importantly, enjoy your kids! It’s why anyone gets into teaching and makes sense that they will make you laugh on the darkest of days.

Bonne chance!

My First Year of Teachingby: Selena MacDonald

Man is so made that whenever anything fi res his soul, impossibilities vanish. ~ La Fontaine ~

Five years after his last French CD "C'est le temps" helped him win his first "Canada's Artist of the Year Award”, Étienne is back with a new CD entitled "Le retour"!

You can get a copy NOW before it is set to be released later this year. Get your copy of the “Le retour” CD and Teacher Guide (over 100 pages!) for only $35.00

(including shipping) before it hits stores. Phone 1-800-729-3703 to order.

The “Le retour” CD includes these songs and more: 1. Sauvez la planète (club dance song about recycling & environment) 2. Le passé composé (hard rock anthem on regular –ER, -IR and –RE verbs) 3. The Flag Song (dance track on use/placement of pronouns from “me,te,se…lui,leur,y,en”) 4. Des verbes irréguliers au p.c. (hip hop song for passé composé of most irregular verbs) 5. Ma famille (rock song covering key family vocabulary and interesting brain-teasers) 6. Pourquoi Take French? (famous rap song about why students should take French) 7. Allô! Salut! Bonjour! (hip hop song covering dozens of basic French expressions) 8. Le monstre sous mon lit (scary music backing this fantastic descriptive art exercise) 9. Des expressions avec être et avoir (funky song of dozens of useful expressions) 10. The Beauty of Discovery (touching ballad from a Glencoe McGraw-Hill song contest)

Visit www.educorock.com to hear songs and learn more about this exciting new CD

created for ALL grades (K-12)! Go to WWW.FRENCHSTOCK.CA for concert information!

ORDER TODAY! SAVE 25%

5

Zut, c’est la rentréeJ’ai un peu mal aux pieds!

par Zoé – 5e année

GUIDELINE FOR CLASSROOM MANAGEMENT

Chouette, c’est la rentrée Chouette, c’est la rentréeOn va bien s’amuser!

Zut, c’est la rentréePlus de grasses matinées!

Chouette, c’est la rentrée!La maîtresse est bronzée! Zut, c’est la rentréeBientôt fi ni l’été!

Chouette, c’est la rentréeJ’ai de nouveaux souliers!

Establish Rules

Establish a set of classroom rules to guide the behaviour of students at once. Discuss the rationale of these rules with the students to ensure they understand and the need for each rule. Keep the list of rules short. The rules most often involve paying attention, respect for others, excessive noise, securing materials and and completion of homework and assignments.

Be Firm and Consistent

A teacher can be fi rm yet still be supportive and friendly with students. A fi rm teacher can provide an environment where the students feel safe and secure. Many teachers report that it is easier to begin the year in a fi rm manner and relax later, than to begin a lax manner and then try to become fi rm.

Get off to a good start

The fi rst “honeymoon” encounter between the teacher and the students is when they formulate their impressions of the teacher. Students sit quietly, raise their hands to respond and are generally well behaved. The teacher is easily misled into thinking that this is an ideal class and may relax their vigilance. Students within a week will begin to test the waters to see what they can “get away with”. It is during this period that the effective teacher will establish the expected ground-rules for classroom behaviour.

Overplan

the lessons for the fi rst week or two. It is important for the teacher to impress on the students from the outset that he or she is organized and confi dent of their ability to get through the syllabus.

Learning Names

Devise a seating arrangement whereby the students’ names early in the year gives the student an increased sense of well-being. It also gives a teacher greater control of situations.

“JOHN, stop talking and fi nish your work.” is more effective than “Let us stop talking and fi nish our work”.

6

We want to show students how learning languages will enrich their lives. Then it’s the long weekend and school is about to start. The reality of meeting those students hits hard. The fi rst day and week of a new school year causes even the most experienced teacher a few sleepless nights. Even after more than 20 years I will still have trouble sleeping Monday night before the fi rst day of school. To help myself feel a bit more relaxed I always fi nd it helpful to have a well planned fi rst week. I like to brainstorm what I might anticipate as I begin the new school year. The following provides a guideline for you as you consider how you will approach this school year.

Questions for your AdministratorIt’s always a good idea to make an appointment to meet with your administrator to discuss information items and questions.

History – How is French generally received in the school? Are the students generally positive towards learning French? Do parents support FSL for their students? Speaking with the former French teachers is

always helpful but not always possible.

Budget – Do you have a budget that specifi cally supports your program? What equipment presently exists for you? Do you need something more (listening center, ghetto blaster, overhead projector, a larger cart, etc.)? Administrators have discretion over their budget. Make sure you have a plan and can show your thoughtfulness in your request for money. You may want to check with other French colleagues to see how they have planned and used their money.

Resources – Where are these kept? Do you have an offi ce that can store resources? Are resources kept in classrooms? What resources have been used and are available to you? Be sure to speak with your classroom teachers about shelf space and some bulletin board space for displaying resources and student work.

Photocopying – Is this a separate budget account for you? Consider how you might keep photocopying manageable by being critical about what you decide to copy for student use. Students can copy and record notes. Is there a way to make that “one word fi ll in the blank” sheet more meaningful?

Field Trips – You may not want to plan a major fi eld trip in your fi rst year but participating in class fi eld trips taken by the homeroom teacher can provide a wonderful chance for students to get to know you better outside the French time and hear you speak French in another environment. Be sure to mention to your principal your interest in supporting teachers and students this way.

Students with Special Needs – Your administrator may provide a list for you. Be sure to ask for copies of class lists and highlight for yourself those students who have different learning needs. Talk with classroom teachers and the special education support teacher to understand how you will need to accommodate or modify your program for those students. There is lots of support available. You just need to ask.

School’s Behaviour Policy - Some schools have offi ce protocols and multi-step action plans that teachers work through with students before sending a child to the offi ce. Think about the strategies you will use to calm and diffuse inappropriate behaviour in your classroom. Talk with your colleagues about what works for them as well, especially with specifi c students who may be more at-risk.

September Communication Send home a short newsletter to attach to the homeroom teacher’s class letter introducing yourself as the language teacher. You may want to provide a brief outline of the goals for this term and some of the learning activities you have planned to help students achieve these goals. Remember to keep your letter short and positive. Include information about how you will keep parents informed regarding their child’s progress in French and how they may reach you if they have any questions or concerns. Be sure to leave a copy of this letter with your administration.

by: Michael Babcock Principal

Apprendre une langueC’est voir le monde

À travers des yeux étrangersC’est connaître les gens,

Leur culture, leurs coutumes,C’est pouvoir communiquer.

C’est rire, écrire,Parler, chanter,

S’aimer, s’apprécier.C’est toucher quelqu’unEn parlant sa langue.C’est créer des amitiés

By R.G. Collins

T

his is how lan

gu age t

eachers feel

Pour

quoi apprendre

une l

angue?

In order to promote student success and teacher retention, this section has been created to support and encourage

beginning teachers.

7

Confi dence is the fi rst requisite to great undertakings. ~ Samuel Johnson ~

Planning & Classroom Management Take the time to establish rules and routines. Next step…REHEARSE the routines. Do not allow behaviours to go unchallenged. “Behaviour that needs to be learned, needs to be taught.” (R. Morrish) I call this the “front end loading” time. It is worth the investment and will help to establish the tone you want for the rest of the year.

The next important step is planning your program. Ask your administrator for a copy of the last year plans as a model. This will provide you with valuable information as you plan your year. For the fi rst week it is important to begin to build connections with students. This is one of the keys to engaging them in your classroom. The following activities will help you to get to know your students during the fi rst week.

Je me présenteYou may wish to bring in a photo album of some highlights in your life to share with the class. You could also create a portable display using a science board and display photos that way. Create a collage of some of your favourite things. Whatever you choose remember to use key vocabulary and language structures appropriate to the grade to create a small oral presentation. Next it is the student’s turn to take those same phrases and create a small oral or visual presentation.

Chasse aux signaturesAn oral activity that has students asking each other “Est-ce que tu aimes…?” Students cruise the class to obtain signatures ofclassmates who respond positively to the question. Be sure to create a grid that allows everyone to sign. (A sample is included.)

For more advanced students, questions /details can be more complex. For intermediate students a master list of “personal clues” can be placed on a transparency and students must ask individuals if he / she fi ts a certain clue. For example, “Quelqu’un qui a voyagé en Europe.” (Passé compose 8e année)

NETWORK!! We’ve all been where you are. Do not hesitate to seek out support from your colleagues, both English and French. Many Boards have electronic conferences to help teachers connect with one another. Here you can share ideas, lesson plans, resources, and stories. For many teachers it is the support of their colleagues that makes the difference for them during the fi rst years of teaching.

Finally, Have Confi dence in YOU!You are a language specialist. You are an integral part of your school. In an elementary school you can be teaching all students in grades 4 – 8. This gives you a unique opportunity to infl uence many students and see the connections for teachers from class to class. You bring a multi-cultural perspective. Typically language teachers have traveled extensively. For many of our students you offer a global perspective that they have not yet experienced. You are a critical member of the school team and your school is fortunate to have you!

Est-ce que le dictionnaire FLS de vos élèves...

OUI NON

- présente le vocabulaire réellement utilisé en classe ?

- indique les synonymes ?

- indique les antonymes ?

- signale les analogies ?

- intègre des tableaux de grammaire ?

- facilite l'orthographe des verbes ?

- signale les « faux amis » ?

- indique les formes variables en genre

et en nombre des adjectifs et des noms ?

- donne les noms géographiques ?

- indique le nom des habitants (gentilés) des régions

du Canada ?

- offre des capsules culturelles ?

- tire ses phrases exemples des manuels scolaires ?

- fournit les équivalents anglais des entrées françaises ?

- montre la faune et la flore du Canada ?

- est illustré en couleurs ?

- possède un index anglais-français ?

- comporte un guide d'utilisation ?

fait tout cela... et plus encore !

téléchargez la présentation

www.dicomyosotis.ca

8

Congratulations to all students and teachers across the province who participated in a variety of language contests this year. In a time when liberal arts programs are in decline it is so gratifying to see how many of our best and brightest students appreciate the value of learning foreign languages. The ability to communicate in another language opens so many doors both professionally and personally. Organizers reported record numbers of participants this year. In total these contests involved close to 2000 students and helped to raise the profi le of Modern Languages across Ontario. Students are becoming aware of how critical these transferable skills will be as they plan their careers. These contests afford our participants the opportunity to not only showcase those skills but their love of language and appreciation for other cultures. Respect and admiration for diversity is the very heart and soul of the Canadian identity and these contests bring together those who share this passion. We were very proud to support these competitions

including a new Spanish Contest, which was held at Glendon College this year, and which will be held at the University of Toronto in 2009. We encourage all educators to support these contests. Below, please fi nd a list of e-mail contacts you can access to get more information about competitions in your area. If you are planning a contest in your area and wish to request funding, please access the OMLTA website (omlta.org) for an application form. On behalf of all language lovers in the province, we applaud the efforts of organizers, educators and students whose drive and enthusiasm keep alive the words of Goethe: “He who knows not other languages, knows not his own.”

Three Cheers for Language Contest!

by: Anne Popovich

The McMaster French Contest - • paula.a.banks@gmail.com posthum@mcmaster.ca The Brock-Niagara French Contest - • jayne.evans@ncdsb.ca Concours d’Art Oratoire, Glendon, Tanzila Mian - • tmian@cpfont.on.ca The Sudbury-Manitoulin-Espanola MLTA French Contest –• mckinng@rainbowschools.ca The Ontario Secondary Schools Spanish Contest – • james.steele@tel.tdsb.on.ca The OATI Italian Competition – • Emanuela.Polin-DeLuca@dpcdsb.org The Ontario High School German Contest - • bourgeoisg@hdsb.ca

The McMaster French C•

CONTACTS

En compétition, il y a toujours un premier et un dernier, mais l’important est de ne pas être le second de soi-même.

~ Luis Fernandez ~

Au MarchéFor the love of food in many

languages, enjoy the exclusive use of

Condo 3027383 Boulevard St. Laurent

Montreal, QuébecH2R 1W7

•day •week •month

Steps to • the fabulous Jean Talon Market • bistros, shops, restaurants in and around the Marché and Patrie Italie• Métro Station de Castelnau• Jarry Park and Rogers Indoor Tennis Centre • everyday life in Nord Villeray at rue Moliére

Contact to Book

Susan Erskine 905.885.2743Lora Wilkinson 514.276.3735e: condo302@sympatico.ca

www.bbcanada.com/10433.html

9

An Ontario tradition was resurrected this past May 8 with the renacimiento of the Ontario Secondary Schools Spanish Contest. Under the leadership of Helen Elliott from North Toronto C.I., it was the fi rst time in ten years that the event was held.

It was a busy day of activities at Glendon College, in Toronto where the participants took part in listening, speaking, reading and writing tests at Beginner, Intermediate, Advanced and Hispanohablante levels. We welcomed 151 students from 33 schools across eight English and French-language school boards, in addition to several independent schools.

It was a thrill to welcome students from as far away as Chatham and Cayuga to Toronto! Students and participating teachers enjoyed a delicious Mexican-themed lunch, Latin dance lessons and the opportunity to speak in Spanish with each other.

Mid-afternoon, the contest winners were announced. Each of the four category winners received a cash prize, scholarships to York University, a keepsake plaque, a trophy for their school and prizes from many Toronto-area businesses. The top fi ve winners in each category also received special recognition. Media from many newspapers and local television and

radio stations from the Spanish-speaking community were present; even the National Post wrote a short, feature article on the event! In addition, several representatives of various consulates, including Argentina, Chile and Spain, were present to take part in the festivities. Letters of congratulations and welcome came from dignitaries as important as Governor-General Michaëlle Jean, Premier Dalton McGuinty, Education Minister Kathleen Wynne and Toronto Mayor David Miller.

Feedback from participating teachers, students and guests showed that it was a day enjoyed by all. The organizing committee plans on making the 2009 edition of the Ontario Secondary Schools Spanish Contest an even bigger and enjoyable event for all involved!

Interested in taking part? We hope to welcome 200 students from at least 50 schools to next year’s event. Applications for the 2009 contest will be available on our web site, http://www.spanishcontest.ca, in November 2008. Come and join us! ¡Participen!

Provincial Spanish contest launched in Ontario

by Jimmy Steele & Lisa Picerno

¿QUÉ? The 2009 Ontario Secondary Schools Spanish Contest

¿CUÁNDO? Thursday, May 7, 2009

¿DÓNDE? University of Toronto, St. George Campus

¿POR QUÉ? Because taking part is an incredible way to promote your Spanish program and the love of the Spanish language for your students!

¿QUIÉN? The OSSSC Committee is made up of twelve teachers from public and private schools.

We can be reached via our web site at http://www.spanishcontest.ca.

10

Stimulez-vous et Perfectionnez-vous gratuitement en France!

par : Sandra DennisProfesseur de FSL et F.I. - Niveau intermédiaire - Windfi elds Junior High School

En juillet 2008, j’ai eu le grand honneur d’être sélectionnée pour participer au stage de formation BELC à Nantes, France. L’offre provient très généreusement du Consulat de France à Toronto.

Que veut dire le stage BELC? En bref, c’est une conférence comme celle de l’OMLTA/AOPLV mais d’une plus grande intensité et durée. BELC est le sigle pour le Bureau d’études pour

les langues et les cultures, une institution qui existe depuis 41 ans et qui est rattachée comme section spécialisée au CIEP (Centre International d’Études Pédagogiques). C’est un organisme de formation s’adressant à des formateurs et à des enseignants étrangers et français voulant se perfectionner dans les domaines du français langue seconde, français immersion ou français langue maternelle devant un public d’enfants, d’adolescents ou d’adultes. En partenariat avec maintes organisations, il travaille également à la diffusion de la langue et culture françaises à travers la coopération internationale.

La formation est offerte à l’université de Nantes, France au sud-est de la Bretagne pendant 2 semaines, sous forme de plus de 120 modules et ateliers regroupés en domaines thématiques tels que:

• Didactique du FSL et du F.I.• Techniques d’Animation• Littérature• Évaluation • Cultures et Société Françaises• Plurilinguisme• Pédagogie des Médias• Technologie de l’Information

La grande variété de contenus permet à chacun de construire un programme de formation selon ses besoins professionnels et ses attentes. Les fi ls comme

le multiculturalisme, l’approche communicative, la globalisation, les intelligences multiples et l’enseignement trans-disciplinaires parcourent à travers tous les modules. Un module comprend 16 heures (8 séances de 2 heures). On n’est pas obligé de suivre 5 modules. Le minimum requis pour obtenir son certifi cat est 3 modules. Avant le départ, on reçoit en ligne une documentation très détaillée décrivant chaque module, ce qui vous permet de construire un programme personnalisé.

Comment se déroule une journée au stage BELC? Les horaires de chaque journée sont coupés en séquences de deux heures pour les modules, répartis ainsi autour des 3 repas:

• petit-déjeuner au restaurant universitaire entre 7h30 et 08h30• 1ière module de 8h15 à 10h15• 2ième module de 10h30 à 12h30• déjeuner au restaurant universitaire entre 12h00 à 13h30• 3ième module de 14h30 à 16h30• 4ième module de 16h45 à 18h45• dîner au restaurant universitaire entre 19h00 et 20h30• 5ième module ou atelier de 20h00 à 22h00

Les professeurs qui animent les modules (appelés intervenants) manifestent une compétence supérieure. Ils sont passionnés de leur métier, dynamiques, dédiés, travailleurs, ouverts d’esprit, disponibles et prêts à partager leur travail. Je suis rentrée avec des C.D. enregistrés avec leurs fi ches pédagogiques aussi bien que des travaux et des idées des autres stagiaires conçus pendant les modules. Les

11

vin de Muscadet et ses châteaux et ses fêtes bretonnes (où nous avons participé, dans la place du village de Pouliguen avec les villageois, aux danses bretonnes que nous avions apprises grâce à la soirée d’accueil du stage BELC).

Je n’ai jamais assisté à un événement aussi enrichissant sur le plan personnel et professionnel que celui du stage BELC. Non seulement ai-je approfondi mes connaissances dans le domaine de l’enseignement du français mais j’ai aussi approfondi mon appréciation de la culture française, du monde francophone et d’autres pays lointains. Nous étions quelques centaines de stagiaires, d’âges différents, à parler presque cent langues différentes avec des accents différents, mais nous étions tous réunis par une seule chose – l’AMOUR POUR LA LANGUE ET LA CULTURE FRANÇAISE et LE PLAISIR DE L’ENSEIGNER et LE DIFFUSER dans le monde. Il y avait parmi nous une ouverture d’esprit touchante. Quelle leçon à apprendre à nos élèves! Et comme nos élèves qui se disent au revoir à la fi n de leur camp d’été, nous éprouvions de grandes émotions au moment des adieux. Nous échangions nos coordonnées tout en s’embrassant. Je me suis fait beaucoup d’amis autour du monde que j’espère pouvoir accueillir un jour chez moi et chez qui je peux aller si jamais un voyage m’y amène. J’ai rencontré des enseignants qui aimeraient participer à un échange professionnel et d’autres qui aimeraient jumeler leurs élèves avec les nôtres pour faire la correspondance.

Ne manquez pas cette occasion inoubliable de développement professionnel et culturel et d’actualiser votre français! Présentez-vous pour la prochaine opportunité du Consulat de France à Toronto pour participer au stage BELC d’été 2009 à Nantes. Je tiens à remercier le Consulat d’offrir, à ses frais, cette possibilité de formation professionnelle, aussi bien que Faten Hanna et Susan Forrester de m’avoir choisie. Je vous suis très reconnaissante.

Pour avoir plus de renseignements sur le stage BELC, visitez le site Web : www.ciep.fr/formation/l’offre du CIEP/BELC-stage d’été

intervenants avaient la grande tâche de nous faire connaître et nous faire sentir à l’aise en très peu de temps, nous, 359 stagiaires venants de 78 pays. Ils réussissaient si bien, à travers des activités d’intégration, qu’au bout de quelques jours on se sentait tous de bons amis, sans inhibitions et capables de focaliser notre énergie sur la pédagogie de l’enseignement. Nous participions, nous partagions, nous riions, nous discutions, nous nous amusions, tout en apprenant. Le professionnalisme des intervenants, leurs connaissances et leur gestion de la classe resteront à jamais un modèle pour nous.

Parmi les plusieurs atouts du stage BELC est celui du multiculturalisme du groupe de stagiaires. En plus de la soirée d’accueil, des rencontres personnelles avec les gens du monde entier, notre appréciation des cultures différentes a été facilitée par des soirées internationales où les collègues appartenant au même pays présentaient leurs traditions culturelles sous forme de musique, danses, diaporama, vidéo et dégustation de spécialités.

Chaque semaine il y avait soit une journée ou une demi-journée spéciale sans modules mais dédiée à une activité sur un thème d’un intérêt universel pour les enseignants du français. Par exemple, pendant La Journée des Partenariats, des séances de tables rondes nous ont donné l’occasion d’entendre parler des invités représentants les partenaires qui prêtent un soutien essentiel au stage BELC et qui travaillent fortement et fi èrement au rayonnement du français à travers le monde. Nous nous sommes aussi réjouis de l’occasion de faire des achats dans la salle des exposants.

Des services de reprographie, d’informatique et un centre de ressources documentaires sont aussi à la disposition des stagiaires, entretenus par une équipe aussi qualifi ée que les intervenants.

L’hébergement est à la résidence universitaire à 15 minutes à pied de la faculté. Chaque chambre est équipée d’un réfrigérateur, d’une douche, d’un lavabo et de toilettes. Pendant les week-ends, le service de visites culturelles vous propose des visites guidées en autobus de la région et de la ville de Nantes pour quelques euros supplémentaires. Ces excursions vous font découvrir la Bretagne - avec sa Côte d’Amour, ses galettes et ses crêpes, son cidre, son

12

Improving student attendance

Teachers have little to lose and much to gain by implementing strategies for motivating students to attend class.

Class Structure and ContentOne approach is to structure class so that those who attend experience obvious benefi ts, such as better grades, personal growth, and “informative entertainment.”

• Test on material covered in class. All material presented, including class discussion, video clips or guest speakers, should be fair game, conveying that class time is of value, whether you are lecturing or not. The number one factor that infl uenced student attendance was the amount of in-class material that would be on the test.• Avoid repetition of the textbook or assigned readings. If students have access to the same material covered in class, they often perceive little reason to be there. • Notes provided to students from a remote location, such as a website, should not be a transcript of class. • Recognize that being informative and being entertaining are not mutually exclusive. Using performance skills to convey information captures students’ attention and interest. • When the subject matter is made personally relevant, understanding and comprehension are deeper and more meaningful. Students will be more motivated to attend lectures that refl ect elements of their background, interests, or future. • Structure class meetings so students who must be in class for one activity, such as an in-class writing activity, also participate in another, like reviewing feedback on a test.

Model the Behaviour We Wish to SeeIn teaching, as in parenting, we should examine our own behaviour. We may be unintentionally modeling the very behaviour that we deem undesirable in students by arriving late to class, being unprepared and not keeping appointments.

Rewarding AttendanceConsider creative, fun ways of rewarding attendance. Elementary schools teachers know the value of a smiley face sticker for encouraging student effort. You might translate this strategy to secondary students by using age-appropriate incentives. Use attendance as the price to enter a raffl e to win a free cup of coffee or soft drink. These raffl es could be spaced across the semester.

Truancy : How do you improve student attendance in high school?

par: Faten Hanna

Students miss classes for a variety of reason, mostly because they:

• need to complete other course work • have family/social obligations • are ill• fi nd the class boring

We have limited control over someof these situations; we do have control

over the structure and content of our classrooms.

These elements deserve furtherATTENTION.

At the end of each week, students who have not missed a day write their name on a ticket and place the ticket in a drawing box. Then I have a student pull a name. The prize: A free homework pass, a coupon for a free day or extra credit points, school store gift certifi cates, pens, stickers. Names not drawn stay in the box. This allows those students who have consistently good attendance a greater chance of winning. Every Friday, if I’ve forgotten to pull names, the students always remind me. ~ Christine Wong

13

BACK TO SCHOOL!First Day Teaching Ideas - New Students : What should you do on the fi rst day of French class?http://french.about.com/od/teachingresources/a/fi rstday.htm Students may be new to language learning or coming back from vacation so the author of this site offers some suggestions and links for French lessons that you may want to use to get everyone back into the “swing” of things.

First Day Teaching Ideas – Returning Students http://french.about.com/od/teachingresources/a/fi rstday_2.htm This site offers some teaching tips for returning French students and what teachers may want to do in the classroom to review what students have learned and more specifi cally, remembered.

Fourteen Great Activities for the First Days of School!http://www.educationworld.com/a_lesson/lesson/lesson019.shtml Volume 1 Find a list of one teacher’s favourite « Getting to Know You Activities ». In response to the above internet story, teachers from around the world submitted their favourite “Getting to Know You” activities to the author and he selected 14 to share. You can access these at this link http://www.educationworld.com/a_lesson/lesson/lesson074.shtml Volume 2

Why, How, and When Should My Child Learn a Second Language?http://www.kidsource.com/kidsource/content3/second.language.p.k12.2.html “Most experts agree that the earlier a child is introduced to a second language, the greater the chances are that the child will become truly profi cient in the language.” This site offers a variety of reasons why studying second languages is important and also offers suggestions on how to advocate for second language programs.

Foreign Languages: Useful school vocabulary and phrasesGerman: http://www.smartphrase.com/German/ge_school_voc.shtml Spanish: http://www.smartphrase.com/Spanish/sp_school_phr.shtml Italian: http://www.smartphrase.com/Italian/it_school_phr.shtmlPortuguese: http://www.smartphrase.com/Portuguese/po_school_phr.shtml French: http://www.smartphrase.com/French/fr_school_phr.shtml

Basic Spanish Vocabularyhttp://members.aol.com/alvareze/spanish/ At this site you can click on any Spanish word and hear its pronunciation. The alphabet is also included as a reference.

French Vocabulary At School - À l’écolehttp://french.about.com/library/begin/bl_school.htm Learn French vocabulary for the classroom. Spanish Vocabulary: School http://www.123teachme.com/learn_spanish/school_subjects (subjects) http://www.123teachme.com/learn_spanish/school_vocabulary (general vocab)

German Vocabulary : School Days http://www.college-cram.com/study/german/presentations/528#sectop1 Take this quick quiz to test knowledge of classroom vocabulary. http://www.college-cram.com/study/german/presentations/535#sectop1 Select a topic like school and use the fl ashcards to learn vocabulary.

Italian Vocabulary: School Days http://www.italianlanguageguide.com/italian/vocabulary/school.asp (vocab list)

Quiz-Tree.com http://www.quiz-tree.com/Foreign_Languages_smain.html Free interactive quizzes that test target language knowledge in Spanish, French, Italian and Portuguese.

Wikibooks http://en.wikibooks.org/wiki/Subject:Languages This is the link to a free library of educational textbooks for several foreign languages including Chinese, Yiddish, Tajik, Persian, Latin, Spanish, French, Russian, German and Quenya. There are print versions as well as pdf versions of text that can be edited by anyone.

Tongue Twisters http://www.uebersetzung.at/twister/index.htm Students tend to get engaged when offered fun opportunities to use the language, why not try tongue twisters? This site has 2755 entries in 108 languages.

BRANCHEZ-VOUS!by: Helen Griffi n

14

DIFFICULT BEHAVIOURS IN THE CLASSROOM

Rambling: wandering around and off the subject. POSSIBLE RESPONSES: • Refocus attention by restating relevant point. • Direct questions to group that is back on the subject • Ask how topic relates to current topic being discussed. • Use visual aids, begin to write on board, turn on overhead projector. • Say: “Would you summarize your main point please?” or “Are you asking...?”

Shyness or Silence: lack of participation. POSSIBLE RESPONSES: • Change teaching strategies from group discussion to individual written exercises or a videotape • Give strong positive reinforcement for any contribution. • Involve by directly asking him/her a question. • Make eye contact. • Appoint to be small group leader.

Talkativeness: knowing everything, manipulation, chronic whining. POSSIBLE RESPONSES: Acknowledge comments made. • Give limited time to express viewpoint or feelings, and then move on. • Make eye contact with another participant and move toward that person. • Give the person individual attention during breaks. • Say: “That’s an interesting point. Now let’s see what other people think.”

Sharpshooting : trying to shoot you down or trip you up. POSSIBLE RESPONSES: • Admit that you do not know the answer and redirect the question the group or the individual who asked it. • Acknowledge that this is a joint learning experience. • Ignore the behaviour.

Heckling/Arguing: disagreeing with everything you say; making personal attacks.

POSSIBLE RESPONSES: • Redirect question to group or supportive individuals. • Recognize participant’s feelings and move one. • Acknowledge positive points. • Say: “I appreciate your comments, but I’d like to hear from others,” or “It looks like we disagree.”

Grandstanding : getting caught up in one’s own agenda or thoughts to the detriment of other learners. POSSIBLE RESPONSES: • Say: “You are entitled to your opinion, belief or feelings, but now it’s time we moved on to the next subject,” or “Can you restate that as a question?” or “ We’d like to hear more about that if there is time after the presentation.”

Overt Hostility/Resistance : angry, belligerent, combative behaviour. POSSIBLE RESPONSES:

• Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it. • Respond to fear, not hostility. • Remain calm and polite. Keep your temper in check. • Don’t disagree, but build on or around what has been said. • Move closer to the hostile person, maintain eye contact. • Always allow him or her a way to gracefully retreat from the confrontation. • Say: “You seem really angry. Does anyone else feel this way?”

Solicit peer pressure. • Do not accept the premise or underlying assumption, if it is false or prejudicial, e.g., “If by “queer” you mean homosexual...” • Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position. • Ignore behaviour. • Talk to him or her privately during a break. • As a last resort, privately ask the individual to leave class for the good of the group.

Griping : maybe legitimate complaining. POSSIBLE RESPONSES: • Point out that we can’t change policy here. • Validate his/her point. • Indicate you’ll discuss the problem with the participant privately. • Indicate time pressure.

• Instead of holding your students with an iron grip, allow them to be themselves until (and unless) their behaviour distracts you or others in the class.

• When you notice unproductive behaviour, nip it in the bud. Otherwise, you send a clear message to the students that it’s OK for them to talk while you are talking, etc.

• Use classroom management techniques before you become irritated, impatient or upset. We are much more powerful when we are centered, when we like out students, and when we view our students with fondness rather than impatience.

• Allow students to save face. When we put students down in front of others, the entire class of students will turn against us.

• Do all you can to feel good about yourself and others on a daily basis. Your attitude will come across to your students, so it is important to be in good mental and physical shape.

• If, by chance, you feel that you have spoken sharply in an attempt to manager your students, own up to it. “Wow, that sounded harsh. Forgive me!”

• Remind yourself: “If teaching were easy, everyone would be doing it.” Teaching in front of a classroom full of students can be challenging, but on the other hand, very rewarding!

KEYS FOR MANAGING CHALLENGING

STUDENT BEHAVIOURS

15

Il passe rarement un jour sans qu’un commentateur s’indigne de la qualité du français écrit au Québec. Nous ne partageons pas ce point de vue. Quatre ans de recherches sur la langue française, qui nous ont menés dans une dizaine de pays, nous ont permis de découvrir que le français se porte bien, partout. Mais il change. Et c’est cela qui dérange. De quoi parle-t-on au juste, quand il est question de qualité de français? Les rares cas où des comparaisons documentées sont possibles tendent à prouver que l’on n’écrit pas vraiment plus mal qu’autrefois. Par exemple, après avoir déterré des archives une dictée donnée à 3000 élèves d’un beau quartier parisien entre 1873 et 1877, des linguistes français l’ont fait passer 100 ans plus tard dans le même quartier à 3000 élèves appartenant au même groupe socio-économique. Surprise : ils ont constaté très peu d’écart dans la maîtrise générale de l’écrit entre maintenant et « le bon vieux temps. Les linguistes québécois qui ont étudié de près cette question en se fondant sur des documents plutôt que leurs souvenirs arrivent habituellement aux mêmes conclusions.

Mais alors, d’où vient cette impression tenace de régression?D’abord, la scolarisation massive a complètement changé la sociologie du français. Il y a 70 ans, sur un village de 5000 habitants, on pouvait espérer un petit génie qui fi nissait son cours classique. Tous les autres abandonnaient en chemin : ils rentraient dans le bois et on ne les lisait jamais. Désormais, ils sont des millions de Québécois qui sont scolarisés jusqu’au cégep. Bon nombre d’entre eux écrivent mal, mais ils écrivent! C’est en soit un progrès que l’on devrait applaudir.

Oui, mais n’y a-t-il pas place à l’amélioration?

Nous le croyons, mais cela suppose d’avoir des idées claires sur ce que c’est que le bon français, ce qui est douteux – surtout que l’idéologie puriste nous a imposé l’idée fausse que le français est immuable alors qu’il change depuis toujours. Par exemple, les locuteurs du français du 20e siècle ont abandonné rien de moins qu’un temps de verbe, le passé simple pour le remplacer par le passé composé. Alors, c’est quoi, le bon français, au juste?

De plus, l’ordinateur bouleverse le rapport à l’écriture dans toutes les sociétés occidentales depuis 20 ans – y compris au Québec.

Dans le bon vieux temps, on écrivait à la plume et à l’encre des phrases déjà construites dans sa tête. Pas parce que les anciens étaient plus intelligents, mais parce que la technologie – la plume, l’encre et le buvard – compliquait l’effaçage (ils étaient peu nombreux, d’ailleurs, à écrire). De nos jours,

l’ordinateur permet d’écrire tout en construisant sa pensée, et de se corriger sans arrêt pour amener le texte à niveau. Les correcteurs orthographiques et grammaticaux sont partout.

Faut-il s’en désoler? Peut-être pas : les ingénieurs ne sont pas moins bons ingénieurs parce qu’ils se fi ent à leur calculette, et que l’on autorise la calculette aux examens. Pendant ce temps, les épreuves de français sont encore conçues dans une logique qui ne correspond plus du tout à la façon dont des millions de gens appréhendent l’écriture.Ce changement de technologie couplé à la prolifération des francophones capables d’écrire amène au développement de plusieurs niveaux de français écrit, comme il y a plusieurs niveaux de français oral. Autrement dit, bien des textes jugés « incorrects » par les pontifes ne se sont jamais voulus corrects pour commencer.

De Montréal à Dakar en passant par Paris, Bruxelles et Alger, les francophones habitent une langue dont la norme écrite était le point de référence depuis trois siècles. Or, on assiste actuellement à une inversion où c’est l’oral qui s’impose de plus en plus. Cela ne signifi e pas qu’on écrira en joual ou phonétiquement, mais cela signifi e que les francophones s’autorisent de plus en plus de libertés, même quand ils n’appartiennent pas à l’élite des écrivains.

Cette nouveauté rafraîchissante, mais dérangeante est certainement l’un des développements les plus intéressants dans l’histoire de la langue française depuis que Malherbe a inventé le purisme. Ce qui ne veut pas dire, redisons-le, qu’il n’y a pas place à l’amélioration. Il faut des normes – mais il faut que celles-ci évoluent. Ce n’est pas évident pour quiconque glorifi e un passé imaginaire... © JEAN-BENOÎT NADEAU ET JULIE BARLOW : cet article ne peut être reproduit d’aucune façon sans le consentement explicite des auteurs. Jean-Benoît Nadeau et Julie Barlow sont les auteurs de La Grande aventure de la langue française (Québec Amérique).

Le mot de la fi n ...QUALITÉ DU FRANÇAIS :

POUR EN FINIR AVEC LA NOSTALGIEpar: Jean-Benoît Nadeau et Julie Barlow

OMLTA Fall Conference 2008 Join us in Stratford on Friday October 17 & Saturday October 18. Registration begins at 6:30 on Friday evening and Saturday provides an opportunity to choose among 17 workshops in 4 blocks of time -including a chance to visit the Stratford Festival Costume and Props Warehouse. Stay a little longer in town and see a play at one of the Festival’s 4 theatres at a 10% discount. Hoping to see you there! Check out the OMLTA website for further details.

16

InfluenceIf you were to name great teachers of all time, what qualities of theirs would stand out? You would probably conclude that they didn’t just teach others; they infl uenced them. Their lives, as well as their teachings, still impact individuals and societies. What they taught was simply an extension of who they were. They infl uenced others because of their character.

Devotion, commitment, compassion, diligence -these qualities were undoubtedly the disciplines of their lives, the dynamic that made them Hall of Fame teachers. They were more than purveyors of facts or fi gures. They modeled a value system that caused others to remember them for what they stood for as well as what they taught.

Make it your goal to affect not only the minds of students but their lives as well. Infl uence them. Lead them. Let your personal disciplines be a classroom where your students will learn how to live, and not just how to spell or count. If that’s your goal, your work will go on long after you’re gone.

Great teachers don’t produce a product; they produce an effect. - Stan Toler

Interested in writing an article for COMMUNICATION? E-mail: communication@omlta.org

MY PLEDGE TO STUDENTS1) I will greet students each morning with a smile, and will

be generous with my smiles throughout the day. 2) I will look for opportunities to reward and praise students

for their work and good behavior. 3) I will not show favoritism, and will try to be fair to all. 4) I will use fair and appropriate methods of discipline. 5) I will try to make classroom instruction as interesting as

possible and look for new and diverse ways of presenting materials. 6) I will maintain a positive atmosphere for learning. 7) I will treat my students with respect and will not embarrass

them in front of their classmates. 8) I will make myself available and approachable to students. 9) I will recognize the individuality of my students and will

provide opportunities for each of them to experience success. I pledge to work forward making this a very successful year for us all.