What’s Inside: A Message from the President . . 3 Letter from the Editor . . 4 Meet Your OMLTA/AOPLVBoard of Directors . 5 Quoi de neuf . . 6 The First Five Years . . 8 Spring Conference . . 9 Take It and Make It Yours . . 12 Concours d’art oratoire . . 17 Language Contests . . 20 Projet à Québec . . 26 Directors in Action . 27 International Languages . . 29 5 Questions With/Avec . . 30 Branchez-Vous & Resource Reviews . . 32 À la prochaine / Save the Date . . 34 Communication SPRING/SUMMER 2017 ISSUE Engaging All Students in My School Through the French Public Speaking Contest Using Literature to Teach Math Offrir une expérience culturelle authentique aux élèves FSF1D/1P From Aleppo (Syria) to Brampton : Crisis, Communication & Hope Esteemed Indigenous Educator Dr.

Jan Hare Offers Perspective in 5 Questions Avec/With Check out our new webpage at www.omlta.org


OMLTA/ AOPLV - SPRING/ SUMMER 2017 2 VISION OMLTA/AOPLV is the leader in professional learning and advocacy, inspiring and connecting Ontario’s French and International Languages educators MISSION OMLTA/AOPLV: • Fosters collaboration amongst language educators and professional partners • Delivers practical, user-friendly best practices in language learning. • Influences policies and directions that support French and International Languages education MEMBERSHIP Becoming a member has never been easier! Since early 2017, membership to the OMLTA/AOPLV runs from the date of purchase until the same date the following year.

We are pleased to be offering two different payment models going forward. You are now able to purchase a one-year membership OR you can subscribe and have your membership automatically renew via PayPal each year! Visit www.omlta.org and become a member today! Membership Benefits OMLTA/AOPLV members receive… • Monthly update on the latest issues and happenings in French as a Second Language and International Languages education in Ontario • Quarterly issue of Communication, the OMLTA’s professional magazine that provides ideas for best practice in the second language classroom, professional resource reviews, interviews with key personnel in second language education, and updates on how OMLTA is advocating for optimal teaching and learning conditions in French as a Second Language and International Languages across the province • Discounted membership with CASLT/ACPLS • Advocacy on their behalf at the Ministry of Education and School Board levels • Tools to help FSL and IL teachers advocate for themselves and their programs at the school levels • Reduced conference fees at our annual Conferences • Access to bursaries to our Conferences • Voting rights at our Annual General Meeting • Opportunities to join the OMLTA Board of Directors • Access to annual awards that recognize FSL and IL teaching excellence • Access to bursaries for educational exchanges to Spain and Italy • Opportunities to participate in Projet à Québec, our première summer immersion experience • Opportunities to present their own best-practice ideas at conferences and webinars DISCLAIMER: The information and views set out in this publication are those of the author(s) and do not necessarily reflect the official opinion of the Ontario Modern Language Teachers’ Association/Association ontarienne des professeurs de langues vivantes (OMLTA).

The OMLTA, its employees, its Board of Directors, or any person acting on their behalf may not be held responsible for the use which may be made of the information contained therein.

All use of the masculine in any language to designate individuals or groups of individuals is employed only to lighten text, and serves to identify persons of all genders without discrimination. Vision & Mission • Access to opportunities to work with colleagues from across the province on exciting resource writing-projects (e.g., Revised Curriculum support documents, financial literacy in the second language classroom, etc.) • Access to our Members-only library on our website, which contains a huge range of resources for all FSL and IL teachers, from conference materials to fact sheets to useful websites to lesson plans • Opportunities to collaborate with a vast network of FSL and IL educators from across the province LETS GET SOCIAL...

We are on Facebook! http://www.facebook.com/omlta Follow us on Twitter! http://www.twitter.com/omlta


OMLTA/ AOPLV - SPRING/ SUMMER 2017 3 A Message From The President Hello, fellow OMLTA/AOPLV members! Welcome to this edition of Communication, the online publication of the Ontario Modern Language Teachers’ Assocation/Association ontarienne des professeurs de langues vivantes! I am truly honoured to have been elected as president of OMLTA/ AOPLV for 2017-2018. This is an incredible opportunity for me and I thank you all for your continued support, encouragement and passion.

I hope to be able to bring as much as the presidents before me have and am very excited to work with the new OMLTA/AOPLV Board of Directors. I would like to thank the previous board for all their amazing work under the incredible leadership of Michael Green. What an amazing group of educators working on your behalf! Nous avons beaucoup accompli pour nos membres et pour l’enseignement du français et des langues internationales à travers l’Ontario cette année. I’m so proud of our new website and I encourage you to explore it and all of the possibilities available to you as language educators.

The last couple of months have been a very busy and exciting time for OMLTA/AOPLV and its members. Jimmy Steele brought a new and innovative perspective to the annual OMTA Spring Conference. Congratulations to him on a hugely successful and inspiring event! Thank you to all the members who attended with the numerous insightful presenters from across the province. I also appreciate the publishers, special guests, Past-Presidents, and life members, who were also in attendance. Congratulations, as well to all of this year’s award winners. Summer will be soon upon us, and with that comes the opportunity to reflect, relax and recharge.

Next year promises to bring some exciting times for FSL and International Languages. As our newly articulated vision states, the OMLTA/AOPLV will continue to strive to be the leader in professional learning and advocacy, inspiring and connecting Ontario’s French and International Languages educators. We will continue to deliver and refine practical, user-friendly best practices in language learning and I encourage you to get involved in your association – apply for writing teams, participate in webinars and conferences, volunteer as a judge for the provincial concours oratoire, submit an article to Communication, encourage other FSL and International Language educators to take out an OMLTA membership, consider becoming a director on the board.

There are many ways for you be involved in your organization. Together Everyone Achieves More!

Je vous remercie sincèrement pour votre confiance en moi et j’ai hâte de travailler avec vous. Cette année promet beaucoup d’inspiration, de créativité et de collaboration! Cordialement, Nicole Czaja President, 2017 – 2018 Ontario Modern Language Teachers’ Association Association ontarienne des professeurs de langues vivantes.


OMLTA/ AOPLV - SPRING/ SUMMER 2017 4 Dear Readers, As we are gearing up for our end of year activities and making plans for the summer, I want to talk about something that has been on my mind lately: the changing face of French education in the province of Ontario.

It is a reality that enrolment in French immersion is at an all-time high in the province of Ontario. It is also true that school board program departments are struggling to keep up with the hiring of qualified and good quality French Immersion teachers. The Ontario College of Teachers statistics point to the unemployment rate of English language teachers to be at 34% versus the unemployment rate of French as a Second Language teachers is 5%. The employment prospects for teachers who have French as a First or Second Language qualifications are very good. And yet, school boards are still struggling to keep up with their program demands.

Quel effet est-ce que cela a sur nos étudiants ? Obtiennent-ils le meilleur enseignement du FLS qu’ils pourraient obtenir ? Quel effet est-ce que cela a sur nos programmes de FLS, Français Immersion et Français Intensif?

School boards are faced with making decisions which either keep up with the high demand for French accessibility at younger grades OR having to limit, in some way, accessibility to FSL programs in order to keep educational standards high and provide qualified good quality FSL teachers. And these are among the many reasons why OMLTA/AOPLV remains a vital part of second language education in our province. We continue to advocate on the collective behalf of our students and educators across the province in order to ensure outstanding, quality education for all. Our voice at the table with the Ministry of Education and many other stakeholders is a recognized and a valued one, and we take our responsibilities to our young people - and to all of you – very seriously.

Being an engaged OMLTA member means that you are committed to your practice and to being an outstanding second language educator, which can only benefit Ontario’s students. Let’s keep ourselves up to date on the decisions that our school boards are making with regards to French program offerings and student enrolment choices for French language programs. Each school board in Ontario is unique and therefore may make decisions which would be effective for their geographic area and sociocultural makeup which wouldn’t jive with another school board in another area. Our job is to keep abreast of any changes and always advocate for giving students choices.

The more French programs we offer, the better, because as language educators we know how these decisions have played out in our own lives. Let’s give our children and our students as many options as we can by keeping up to date on what actions or decisions are being made at the school board level. Talk to your department heads, talk to your curriculum consultants, talk to your principals and vice-principals, talk to your superintendents and to your directors. Ask the right questions. The more we bring awareness to the changing face of French education in the province of Ontario, the more the odds that it will be seen as being important to make critical decisions now that will benefit the many generations of students to come.

Je vous souhaite un juin, juillet et août merveilleux et plein de repos ! Passez du temps avec vos familles et vos amis et bonne chance avec vos plans pour les vacances!

Ida Continenza Editor/Rédactrice, Communication Letter from the Editor Reach-Out Committee Team THANK YOU TO THE REACH OUT COMMITTEE FOR THEIR CONTRIBUTIONS AND HELP! The Reach Out Committee is made up of dynamic volunteers who help the editor by inviting/recruiting various individuals to write articles for OMLTA’s Communication Magazine, which comes out three times a year. These volunteers are always on the look-out for teaching ideas which are practical, informative, current and thought-provoking in order to share them with OMLTA’s many educators teaching in Core, Extended, and Immersion French and International Language classrooms.

They also help in proofreading articles. A huge thank you to the following committee members: Amy Turner is a Secondary Core French Teacher and DELF Correctrice with the Upper Grand District School Board. She is a busy mom of 4 kids who loves cooking, reading, yoga and trying new things. Danielle Mirra is a Teacher with the Hamilton-Wentworth Catholic District School Board. She loves organizing the large scale French cafés at her school and is involved in many extra-curricular activities.


OMLTA/ AOPLV - SPRING/ SUMMER 2017 5 Meet Your OMLTA Board of Directors 2017 - 2018 Nicole Czaja (President) Rainbow DSB Spanish, French, English FSL consultant (K-12 Core and Immersion) for Rainbow DSB and Regional Market Lead for McDonalds. Michael Green (Past President) Waterloo Region DSB French, Spanish, English In addition to teaching vocal music, he sings in, directs, and accompanies various choirs. Jimmy Steele (First Vice-President) York University/Toronto DSB German, Spanish, French, Portuguese, Icelandic, English A recipient of a 10-year volunteer merit award from the AIDS Committee of Toronto.

Laura Dursley (Secretary) Trillium Lakelands DSB French, Spanish, English Has worked in Botswana and Ecuador, in addition to many rural areas across Canada. Ida Continenza (2016-2019) Editor - Communication Halton Catholic DSB French, English, Italian Loves “family time”, family vacations, reading, dancing & cooking homemade Italian meals. Vanessa Heydrich-Swan (2016-2018) Hamilton-Wentworth DSB English and French Is a French Immersion Instructional Coach,a longtime Hamilton Tiger-Cats fan, and is learning to ride Cyclocross. Beverly Kukhta-Jackson (2015-2017) Hamilton-Wentworth DSB French, English Loves connecting people with resources and other people.

Sharon Lajoie (2016-2019) Peterborough Victoria Northumberland & Clarington Catholic DSB English, French, Danish and Spanish Has lived and worked overseas (in 7 countries). Loves learning new languages.

Susanna Beatrice-Gojsic (2nd Vice-President/ Conference Chair) Hamilton-Wentworth DSB French, Italian, English Hates clowns. Her youngest brother is 20 years younger than her. Her family is her world. Pamela Marshall-Gray (Treasurer) Near North DSB French and English Enjoys family camping, sitting in front of the campfire, and Pinterest. Josée Boutin (2015-2017) Kawartha Pine Ridge DSB French, English Responsible for Centre DELF-DALF Centre, Sud Ontario. Pauline Galea (2016-2018) Durham Catholic DSB French, English AIM Certified Teacher/Mentor with a passion for teaching expressive oral language skills, assisting colleagues and collaborating.

Alessandro La Gamba (2016-2019) Webmaster Toronto Catholic DSB French, English, Italian Loves learning new things every day and sharing what he learns. Lisa Picerno (2016-2019) Independent Schools Italian, Spanish and French Has lived in Northern Peru, doing mission work, has studied in Mexico, Spain and France. Josette Bosc Ottawa Catholic School Board French FSL Consultant who loves travel, cooking, learning, and sharing new ideas. Mara Reich Independent Schools, Glendon College,York University Spanish and French Avid traveller, can speak 5 languages and is passionate about musical theatre.


OMLTA/ AOPLV - SPRING/ SUMMER 2017 6 Quoi de neuf 1 MON EXPÉRIENCE DE PERFECTIONNEMENT PROFESSIONNEL À EDMONTON Par Annette Gagliano, EAO (Halton Catholic District School Board) Du 7 au 8 avril j’ai eu le grand honneur de présenter et d’assister à la conférence nationale Langues sans frontières 2017 pour les enseignants de langues secondes qui avait lieu au Shaw Conference Centre à Edmonton, en Alberta.

Cette conférence était organisée par l’Association canadienne des professeures de langues secondes (CASTLT/ACPLS) en partenariat avec l’Institute for Innovation in Second Language Education (IISLE) du Edmonton Public School Board (EPSB).

C’était une expérience incroyable pour moi. J’ai rencontré une foule d’éducateurs des langues secondes venant de partout du Canada. Cette expérience m’a permis d’ouvrir mes horizons et d’acquérir les connaissances sur la riche diversité culturelle et linguistique qui existe au Canada. Les locuteurs des langues différentes, telles que le français, l’allemand, l’anglais, le chinois, le japonais, le cree, le michif, l’arabe, le polonais, l’espagnol, l’italien, et plus, se sont réunis à Edmonton. Suivant les thèmes relatifs à l’apprentissage langagier, cette présente conférence a accueilli la tenue de la Rencontre sur les langues autochtones en offrant des séances et des activités culturelles de l’enseignement des langues autochtones.

L’objectif, selon Darrel Robertson, surintendant des écoles de la Edmonton Public Schools, est de « contribuer au soutien de la préservation, de la revitalisation et du renforcement des langues autochtones . Lors de la conférence, on a célébré les cultures des peuples indigènes et d’autres groupes ethniques en observant et en participant aux plusieurs activités culturelles comme les danses sur des chansons à répondre traditionnelles canadiennes- françaises, une danse en ligne, et une danse ronde autochtone. On a aussi écouté un groupe de joueurs de tambours traditionnel japonais et une chanson traditionnelle des peuples indigènes.

Plusieurs exposants étaient présents, tels qu’IDÉLLO, une référence canadienne en contenus éducatifs francophones, le Goethe-Institut Canada, une organisation qui a pour but de promouvoir la connaissance de la langue allemande, et le YMCA Youth Exchanges, un programme d’échanges d’élèves au Canada. Je ne peux pas oublier qu’un exposant était notre Association ontarienne des professeurs de langues vivantes (OMLTA/AOPLV)! Les exposants ont révélé une panoplie de ressources et de programmes concernant l’apprentissage et l’enseignement des langues secondes qui existe au Canada.

Le conférencier principal le vendredi était Alexandre Trudeau, cinéaste, journaliste et raconteur.

Il a parlé de l’importance de l’apprentissage des langues chez les élèves. Apprendre une nouvelle langue est une démarche qui développe les citoyens mondiaux. Comme pédagogues des langues secondes, nous jouons un rôle intégral à aider nos élèves à se préparer à leur entrée sur le marché du travail avec une bonne intelligence interculturelle. L’acquisition des compétences interculturelle n’est pas le seul avantage d’apprendre une langue. La conférencière principale le samedi, Dre Mary Grantham O’Brien, a présenté son analyse sur l’influence positive de l’apprentissage d’une langue seconde. Les études ont montré que l’apprentissage d’une nouvelle langue a des avantages cognitifs, académiques, personnels, sociétaux, et économiques, ainsi qu’à d’autres avantages.

Langues sans frontières est une conférence biannuaire. La prochaine conférence aura lieu du 2 au 4 mai 2019 à Fredericton, au Nouveau- Brunswick. Si vous pouvez y aller, je vous recommande fortement d’assister à cette expérience unique du perfectionnement professionnel afin d’approfondir vos connaissances sur l’enseignement et l’apprentissage des langues secondes en vous apportant la richesse d’une mise en commun d’expériences d’enseignement à travers le Canada. Vous pourrez en profiter pleinement !

Légende des photos : 1. La conférence Langue frontières 2017 aura lieu dans le Shaw Conference Centre à Edmonton.

2. Les participants à la conférence se réunissent dans Hall A du Shaw Conference Centre pour commencer leur apprentissage. (Cette photo est d’une capture d’écran d’une vidéo publiée par le Edmonton Journal, trouvée ici http://edmontonjournal.com/news/local-news/globetrotting- trudeau-speaks-at-edmonton-language-conference.) 3. Une photo de moi prise dans un kiosque de photos à la conférence. 2 3


OMLTA/ AOPLV - SPRING/ SUMMER 2017 7 Quoi de neuf Quelques suggestions: 1 seconde 1 minute 1 siècle par Catherine Grive et Muriel Kerba Un album sur la notion du temps USING LITERATURE TO TEACH MATHEMATICS DANS LA CLASSE DE FRANÇAIS: • Is a non-threatening way to teach and connect to the learner’s existing mathematical understanding; • Provides a natural context for talking and communicating about math; • Allows for different learning styles and offers opportunities for student collaboration and discussion; • Makes meaningful connections with students’ previous knowledge and the world outside of school; • Increases interest and motivation; • Promotes critical thinking; • Encourages communication and justification; • Introduces mathematical languages and terms in a familiar context, allowing students to begin to construct meaning for these words; • Promotes the development of mathematical thinking; • Allows for a variety of responses and the relevant use of manipulatives; • Provides a natural setting for observing mathematics in the real world, making it come alive and conveying real meaning; • Promotes mathematical tasks/problems that are worth solving and talking about


OMLTA/ AOPLV - SPRING/ SUMMER 2017 8 The First Five Years FROM ALEPPO TO BRAMPTON: CRISIS, COMMUNICATION AND HOPE by Mary Lozowsky Imagine making life-changing plans with a stranger, half-way across the world - a stranger who does not speak your language. That was my situation in the fall of 2015 when my parish sponsored a Syrian refugee family. What is one to do? I turned to Facebook. I searched their profiles for clues. There were postings in Arabic, Armenian and English. Before their arrival I sent messages in the simplest language possible and they answered in kind. In conversation, I walked the line of cautious optimism.

We didn’t know if they would even pass their screening. On their arrival at the airport in January, I was reasonably confident that we could get by with careful English and many gestures. However, we brought a volunteer translator as back-up. We were delighted to discover that the oldest son spoke English well. He learned by playing on-line video games. Who knew that gaming was so important to real life?

Early on, communication was exhausting. The newcomers had questionsthat weretoocomplexforthemtoexpress.Fortunately,wefoundamazingresources:our translator,LanguageInstructionforNewcomerstoCanada(LINC)andtheBrampton MulticulturalCommunityCentre.AttheCentreawarmandknowledgeableArabic speakingwomanconversedeasilywiththemaboutmanypressingissues.Theyhad acomprehensiveintroductiontoCanadianvalues,holidaysandbureaucracy.Eagerto begoodCanadians,theyappreciatedtheselessons. A crucial service our team provided was simply being with the family. We drank Turkish coffee and ate delicious Syrian food, played backgammon and talked.

They listened intently, first to grasp the content, then to learn proper grammar, pronunciation and idioms. Conversation in this relaxed, trusting environment was vital to the development of their language. Even more, it was crucial for their healing. We listened as they told stories of the trauma they endured. As their English improved, the stories got more detailed. The more they were able to express the pain, the better they could release it.

Our friends’ English continues to improve with the generous help of their 6 year old. She is always happy to correct their grammar. On the anniversary of their arrival in Canada, the wife gave an eloquent speech of thanks to the parish. Recently the father started driving Uber. He was rated “excellent” in conversation. I am awed by their courage, determination and beautiful spirit. They make Canada a better place. Mary Lozowsky is a chaplain, working at Christ the King Catholic Secondary School in Georgetown. This article is written in appreciation of Canada’s cultural diversity and of the crucial role holistic language education plays in building competence and full inclusion.

Newcomer with his daughter and Mary’s Granddaughter on the day of their arrival in Canada. EST-CE QUE TU ES ÉCOLO? As a first year French Immersion Kindergarten teacher, I was eager to find ways of creating invitations to encourage my students to be environmentally responsible young citizens. First, I purchased two mid- sized green compost bins—one for the endless use of paper towels in the washroom and the other bin was conveniently placed in the classroom for composting food scraps. I quickly realized that my students needed “eco” language so they could communicate about the environment, and it wasn’t long before my 3 to 5 year old students were saying “le compostage”.

Two blue bins or “boites bleues” were already in place, so it was just a matter of discussing what “le programme de recyclage” was all about. Fortunately, the 3 R’s mnemonic translates quite well into French: Réduire, Réutiliser et Recycler. I added an important fourth R— Refuser—which is a hard concept for a 4-year old to fathom. The students, ever inquisitive, love to explore the contents of those 4 bins, and the smelly green one holds a special allure. Presently, the enticement of le compostage is leading us to our best interactive project yet—”le vermicompostage”! Oui, les vers! And all of this is to avoid the dreaded “la poubelle”.

As language and actions intersect, we are learning the true meaning of the phrase, “Ne gaspille pas, ne demande pas.”


OMLTA/ AOPLV - SPRING/ SUMMER 2017 9 Spring Conference Respect, exploration, innovation SPRING CONFERENCE 2017 – CONGRÈS DU PRINTEMPS DE 2017 The OMLTA team was delighted to welcome over 100 presenters from across the province, country, and continent to share their knowledge, experiences, best practices, and engaging materials with the over 600 attendees from as far away as Mexico to our event this year. With 60 vendor tables and booths to enjoy, there was lots of shopping and learning happening at the same time! It is always thrilling to see so many engaged, energized, and enthusiastic educators in one place.

My goal with this year’s event was to address issues of equity and inclusive education and First Nations, Métis, and Inuit perspectives and learning in a purposeful, relevant way for our second language classes. As we are expected to ensure that our FSL and International Languages classes are more meaningful, relevant, and inclusive as ever, I was certain that the time was right for an OMLTA conference whose overarching principles and goals responded to these themes. Respect, exploration, innovation was our bilingual French-English motto for 2017, and the timing could not be more appropriate to express our support for and encouragement of these values among our fellow educators, school communities, and home communities.

It was a pleasure to welcome Elder Peter Schuler to open our conference with beautiful stories and wisdom that spoke directly to our theme. Our outstanding keynote speaker, Dr. Jan Hare from the University of British Columbia, spoke eloquently about how to indigenize our classrooms and communities in purposeful ways that support all learners.


OMLTA/ AOPLV - SPRING/ SUMMER 2017 10 Spring Conference Respect, exploration, innovation Our colleagues with whom we network, share ideas, and trade tales are also valuable allies and supporters on this journey. Our students will always inspire and move us to do more, to go further, and to explore deeper. All of these individuals play important roles in our professional learning and in our trajectory towards becoming even stronger educators, yet the responsibility lies in each of us as individuals to make that first step, to show that initiative, and to better ourselves in order to best serve the young people in our care.

Equity and inclusive education are more than buzz words or content of our curricula’s front matter: it is at the cornerstone of all that we do to ensure that our young people are represented in our programming. Best wishes to you all as you continue on that path, and may your learning and reflection from the 2017 OMLTA/AOPLV Spring Conference be a positive impact on all that you do. I extend sincere thanks to the Executive and Board of Directors of the OMLTA, the wonderful staff of the International Plaza Hotel, especially Ms. Jai Rao, and the student volunteers who donated their time to be at the event and who were able to learn from each of you.

A big thanks to our outstanding Administrative Assistant, Sonia Blanchard, who did so much to assure smooth sailing for all again in 2017. To our exhibitors and presenters: again, our warmest thanks for being a part of this year’s event.

I am very proud to be an International Languages and Core, Extended, and Immersion teacher. I am equally proud of having been a member of the OMLTA Board of Directors for eight years now! The conference remains the professional development highlight for hundreds of International Languages and FSL educators across the province, so I am delighted that so many individuals were able to be a part of it. Please enjoy, learn, grow, and continue to respect, explore, and innovate again this Fall in Hamilton and again at our 2018 Spring Conference.

Miigwech. Qujannamiik. Danke schön. Gracias.

Obrigado. Grazie. Merci. Jimmy Steele, 2017 Spring Conference Chair

OMLTA/ AOPLV - SPRING/ SUMMER 2017 11 Spring Conference Respect, exploration, innovation SALUT!, OLAH, HELLO! Once again, the OMLTA/AOLPV 2017 spring conference was not only inspiring and empowering for attendees, but for presenters as well! Each year the organizers are stepping up their achieving goals and vision to a higher level of performance, and to provide a higher level of service and professional education to our colleagues educators! Thank you to the OMLTA team for your continuous devotion and dedication to the cause of language education! I have recently retired as a secondary teacher, but have not shied away from my career and vocation.

Presenting our TLLP (Teacher Learning & Leadership Program) project at the conference, while integrating this year’s motto ‘Respect, Exploration and Innovation’ was another awesome experience. As a presenter and from a personal point of view, sharing our educative experience gave us another learning perspective for our own metacognitive analysis and reflection. We certainly gained knowledge and insight.

Professionally, presenting at the OMLTA conference allowed us to focus on the goal and purpose of the TLLP presentation for a hungry audience. Initiating our project did require an idea and extensive planning, but more importantly, sharing its steps, pros and cons with our colleagues present at the session, has enabled attendees to partake in the sharing. Their interests sparked them to question and discuss the outcomes of our project, and eventually to plan for their own projects, or problem of practice (POP) for school improvement in student learning and/or teaching practices. The presentation fostered collaboration amongst language educators and professional partners and delivered practical avenues in language learning.

We believe their presence at the presentation has equipped them to be proactive in their endeavor and to take future trajectories that will benefit teaching and learning for both educators and learners.

C’était un grand plaisir d’avoir eu l’occasion de participer à la conférence du printemps AOLPV (Association Ontarienne des Professeurs de Langues Vivantes) 2017. Comme d’habitude, l’expérience était si enrichissante qu’elle ne pouvait pas être manquée, surtout lorsque notre vocation en dépend. L’occasion pertinente de présenter notre projet “Communiquons en Français” avec PALPE (Programme d’apprentissage et de leadership du personnel enseignant), nous a aidées à le façonner davantage, à entrevoir ses défis et à planifier sa continuation pour les années futures au Conseil HCDSB.

Ce qui nous a beaucoup encouragé, c’est d’avoir vécu et témoigné l’intérêt des membres et des participants de l’audience avec leurs commentaires, questions et suggestions.

C’est une des caractéristiques de la mission de AOPLV, soit d’inciter à la collaboration entre éducatrices et éducateurs de langue seconde. Ce partage a vraiment démontré les attentes que l’équipe organisatrice de la conférence avait prédites: “Respect, Exploration et Innovation”! Les participants n’ont non seulement participé activement pendant la présentation, mais ont bénéficié des idées et ressources pour leur propre projet, problème de pratique et besoins d’enrichissement pour leurs apprenants et collègues. Ceci a fourni des pratiques pédagogiques innovatrices dans le domaine de l’apprentissage de langues secondes!

OMLTA/AOPLV AWARDS RECIPIENTS The following people received awards at OMLTA’s Spring Conference Awards Breakfast on March 31, 2017. Congratulations go out to: Life Member: Mercedes Gagnon (Ministry of Education) Honorary Member: Guy Leclair (CASLT) H.H. (David) Stern: Jennifer Bibby Helen B. St. John: Anne Normand (PVNCCDSB) Helen G. Mitchell: Jenna Lam (OISE) Belinda Olij (Brock) Stephanie Manych (Laurentian) Sarah Sturgeon (Queen’s) Emily Seiling (Nipissing) France Michaud (U of O) Margaret Omori (Trent) Kim Dent (Laurier) Yanika Coto (York) Je remercie sincèrement mon équipe Ida Continenza, Luisa Urso pour m’avoir fait confiance avec l’initiative et la mise sur pied du projet ‘Communiquons en Français’.

Elles ont fait preuve de patience, de coopération et d’initiative pendant son déroulement depuis septembre dernier 2016. Je remercie aussi Natalie Cook qui a pris la relève et qui continuera le projet pour 2017 et 2018.

Je remercie aussi l’équipe AOLPV pour l’énorme dévouement qu’elle apporte chaque année à ses membres! ‘Siento no poder escribir Español, confoundi siempre con l’Italiano. Qué pena!’ Mis disculpas, Hasta la proxima! À bientôt, Lucie Brun del Re BSC, OCT,Masters Education, Masters Religious Studies.

OMLTA/ AOPLV - SPRING/ SUMMER 2017 12 Take It And Make It Yours MY EXPERIENCE IN THE AIM PUBLISHING CONTEST The annual AIM Publishing Contest invites students to create engaging story extensions based on AIM plays. My students have participated in the contest two years in a row now, and I can honestly say that it has been one of the richest learning experiences I have had to date as a French teacher.

When I first learned about the contest, I thought it could be a great opportunity for students who needed an extra challenge. I didn’t expect the overwhelmingly high interest for the project that my students showed, regardless of ability level, the first time I mentioned it. Overall, 15 of my grade 5 students signed up for the contest last year, and even more did so this year. Most decided to work with a partner, with one student doing the illustrations and the other one writing the book itself; other students wanted to be responsible for both jobs.

The first thing we focused on was logistics: when would the students work on the project and which resources would they use? We dedicated one French period per week to working on the stories and agreed on recesses when students could come in to the French room and continue. Moreover, students were welcome to work on their books in class once their regular work was completed. I gave them a deadline for their rough copy and we got to work. It was my first time running this kind of project in my school, and I was definitely learning as much as my students!

Since the story extensions have to be based on AIM plays, we first reviewed all the plays they have done since grade 1.

It was heart- warming to watch my students’ faces light up as they remembered the play performances and fun stories from the “old days”! Some of them still recalled their lines from grade 1 and spontaneously recited them! We discussed what “creative story extension” could actually mean, how to incorporate characters from various AIM plays, and what kind of positive message and moral their story could have. These were very animated discussions, boosting both my students’ creativity and imagination, as well as my own.

We also discussed some of the tools they could use when writing their stories. The main resources were the scripts of the plays themselves, packed with high frequency vocabulary and useful sentence structures. I also showed them how to use the helpful online dictionary www.wordreference.com, which I normally introduce in grade 6. In fact, when last year’s “writers” started grade 6, since many of them had participated in this project, they already knew how to use this handy tool, and were very eager to teach their classmates about it. It was rewarding to see how empowered they felt by this knowledge!

Another resource that I introduced to them at this early stage of the project was a wonderful booklet from Canadian Parents for French called “Keys to French”. Just like the online dictionary, we normally start using this resource in grade 6, but as my grade 5s were working on their stories, there were so many opportunities for them to learn how to use “Keys to French” that it was a shame not to seize them! I made it very clear from the beginning that one of the key expectations of this project was for the students to work independently. I was happy to provide guidance and feedback on their books, coach them throughout the process, and help them with editing and organizational issues.

It was up to them, however, to figure out how they would like to work, divide tasks, convey their message in French and, last but not least, respect the deadlines. While some couldn’t wait to start the actual writing, I recommended they work on the book outline first. Some of them figured that out on their own, while some couldn’t resist the urge to write, but later realized that they did indeed need a plan after all.

It was fascinating to watch my students work on their books, discuss different ideas, try some of them, reject others, and learn to negotiate and compromise, especially when a team of two was working together on the same book. There were moments of frustration, as well. At times, they felt stuck and ready to give up because the task seemed too overwhelming. Writing a 20-chapter book and working on 20 illustrations is not an easy feat, especially when you are doing it in your second language, and you are only 10 or 11 years old! My students learned a lot about planning their work and organizing their ideas, making a schedule and sticking to it, while keeping in mind that unexpected things can happen to slow down their progress.

They also learned when to take a break and when to push through frustration and fatigue. Those who wrote the book as a duo learned a lot about teamwork, clear communication, respecting their partner’s point of view, and adjusting to each other’s work style. Students who worked on their own learned how to keep themselves motivated and engaged, and how to ask for help and support when needed. As deadlines approached, the group of students who continued with the project narrowed down to just a few. Those were the students who were really driven by a competitive streak, and the realization that the more they invested in their project, the more motivated they felt to finish it.

They wanted to work on their books almost every day, sometimes literally chasing me around the school and asking when they could come in at recess and keep working! At this point,

OMLTA/ AOPLV - SPRING/ SUMMER 2017 13 MY EXPERIENCE IN THE AIM PUBLISHING CONTEST (CONT’D) some students decided to withdraw from the competition because they couldn’t meet the fast approaching deadlines, but they decided to keep writing their books in the hopes of having them published through our school’s own program. More importantly, students continued to write just “for the fun of it”. The contest ignited the desire to write among students and, while some couldn’t finish in time, their interest for writing in French was undeterred and kept them motivated.

We submitted two books for the contest last year, and we were so excited to learn that one of them had even made it to the finals! We did not win, but the experience was so enriching, fulfilling and inspiring for the whole school that many other students started thinking of participating in the contest this year.

I remember running into one of our students in my neighborhood on a hot day in early August, and learned that she had been giving a lot of thought to her future book since the beginning of summer vacation. She was so excited to share her ideas with me that she was oblivious to the fact that we were both standing under the blistering sun! Once I received confirmation that the contest would run again this year, I immediately shared the news with my students. This year, since we had a few books completed within the deadline, we had to run an internal contest to decide which two books would represent our school in the AIM contest.

The competition was fierce and it was a tough decision to make because all the books were well written and worthy of representing our school at the contest. It was interesting to see that some of the students who participated last year gave it another try and wrote a new book this year. They are already talking about participating again next year! These students offered very valuable advice to new participants as they shared their experiences from last year and reflected on how they had learned from their mistakes and oversights.

It has been very rewarding to watch my students grow so much throughout this project, becoming not only better writers and stronger French students, but also stronger overall students with improved work habits, communication and organizational skills. Thank you, AIM Language Learning, for offering such an exciting enrichment opportunity for students. Mine have learned so much, but to me, the best part is that they don’t even consider it “work” at all. I remember two students asking for permission to stay in for another recess to work on their book. When I expressed my concern that they were working too hard and needed to relax and have some fun, one of them looked at me in disbelief and said: “Madame, what do you mean? This IS fun!” I don’t think I could have asked for a more rewarding testimonial.

Irina Klimenko HOW MY SCHOOL ORGANIZES ITS FRENCH PUBLIC SPEAKING CONTEST AND BENEFITS Organizing a French Public Speaking Contest requires careful planning and the cooperation and collaboration of many teachers in the school. It is truly a team effort. In the end, the benefits are great for all participating students, not just those who are eventually chosen to continue to the regional level. Also, the planners and mentors are gratified to see the development and ultimate accomplishments of the students. The students must apply themselves to learn the speech writing process, plan and rehearse, and then present an effective presentation of their speech at the class level and school level.

This is a fantastic experience as the students learn to be organized, dedicated and patient. They must perservere through all obstacles and doubts. It is so satisfying to see the students develop through this process and to gain confidence. They must conquer the greatest fear of all, public speaking. This challenge is difficult enough to achieve in our own mother tongue but to do it in a second or third language is an amazing feat. Their sense of accomplishment is Take It And Make It Yours formidable. It is exciting to see them succeed in attaining their own personal goals.

At our school we begin organizing the French Public Speaking Contest early in January. The contest is usually held the first week of March so that we can select the students who will move forward to the regional level. I start collaborating with other teachers from grades 4 to 8 to begin the speech writing process which takes a significant amount of time. The students need to prepare, edit, rehearse and finally present their speech in each of their individual classes and then one student is picked from their respective grades. This process usually takes to the end of February to complete. As part of the speech presentation ceremony, our school includes the recital of selected poetry passages by students from grades 1, 2 and 3 delivered between the student speeches.

These breaks between speeches provides entertainment for the audience while the judges are filling out their evaluation of each speaker. The poem recitals are always well received and they provide valuable experience for these younger students as they get a chance to present in front of a larger audience. This experience provides them the impetus and momentum

OMLTA/ AOPLV - SPRING/ SUMMER 2017 14 Take It And Make It Yours HOW MY SCHOOL ORGANIZES ITS FRENCH PUBLIC SPEAKING CONTEST AND BENEFITS (CONT’D) to prepare them for Public Speaking later in Grade 4. This can only happen with the cooperation and collaboration of the teachers of grades 1, 2 and 3 as they are instrumental in assisting their students for this event. During early January we begin searching for three proficient French speaking judges from the community who are willing to take the time to be a judge for our French Public Speaking Contest and can be available on the specific date of the contest.

Possible judges can be teachers from the Elementary and Secondary school levels, retired teachers, administrators, Board Trustees, consultants, Parish Priests, library technicians, etc. The judges have the difficult task of choosing the students from each of our five French categories (Core, Extended French Junior, Extended French Intermediate, Immersion and FSL Plus, Francophone category) who will best represent our school at the Region level. We are very thankful and appreciative of our judges who take time out of their busy schedules to assist us with our French Public Speaking Contest.

As a small token, we make available treats and refreshments to them as they deliberate.

In early February we order the medals to be awarded to the speakers and the medals are usually purchased through one of our local Community Providers. Certificates are also prepared later in February when we know the student names from each class. Usually, we present certificates to all the students participating in our French Public Speaking Contest. The medals will depend on how many students participating in each of our five French categories. There will be five winner medals along with participant medals. Further, we prepare information brochures of the French Public Speaking Contest that are handed out to teachers, friends and family members of the Public Speakers and presenters on the Contest date.

When it is closer to the Contest date we prepare an M.C. script for two intermediate students who will lead the French Public Speaking event. The M.C. script is written and delivered in both French and English to provide understanding to everyone at this event. Other intermediate students are chosen to be the ushers, door holders and time-keepers for the judges. We have a couple of rehearsal days before the Contest date so everyone from the Public Speakers to the M.C.’s and poetry presenters all feel comfortable and know what to do on the day of the Contest to ensure a smooth running Contest.

As is evident, our French Public Speaking Contest is a school-wide endeavour and we want the maximum participation of the students. This helps create school spirit and comraderie.

Finally, on the day of the French Public Speaking Contest, all the French classes are invited from grades 1 to 8 including the parents of students presenting or speaking. The M.C.’s begin with the sign of our faith and a prayer and proceed to introduce the judges who each go to their respective table and chair where they will find the evaluation rubrics summary with the candidate’s speech title in the order they will speak. Three to four students from grades 1 to 3 will each present their poetry pieces after each speaker and at the end of the speeches, when the judges are invited to deliberate.

We then usually have a grade 5 or 6 class perform a song in French, or have the choir showcase their musical talents to entertain the audience until the judges are ready to announce the winners. If this could not be organized earlier with those teachers then everyone will go out for recess while judges deliberate. Once the judges have finished their deliberations, everyone is invited back to the gym for the announcement of the winners.

The French Public Speaking Contest is an important event for our school and is always enjoyed by all. The participating students grow in skill and confidence from the experience. The parents and friends can be proud of the significant accomplishment of their loved one. The school benefits from an enhanced profile in the community, school spirit and comraderie. The organizers and mentors take satisfaction for helping to bring it all together and seeing the fruits of their work. My name is Sarah Fabbiani and I am currently a grade 1 Early French Immersion teacher for the Halton Catholic District School Board.

I have taught in Extended French Grades 5-8, Core French Grades 4-8 and Grades 1 and 2 for this Board. Also my experience extends to teaching grades 1-6 Immersion for the Sudbury Catholic District School Borad. I am writing this article because I am a fervent believer that students can achieve success in a second language if they are given the opportunity and the challenge to succeed. I truly enjoy being part of and participating in the development of the French language of our youth. Writing this article has allowed me to reflect on all the positive benefits resulting from this event and has reinforced my committment to continue this effort.

It is my hope that this article will provide useful suggestions to other OMLTA members to benefit their event.

OMLTA/ AOPLV - SPRING/ SUMMER 2017 15 L’AFRIQUE - C’EST PARTI! OFFRIR UNE EXPÉRIENCE CULTURELLE AUTHENTIQUE AUX ÉLÈVES FSF 1D/1P by Crystal Voisin Comment faire découvrir les cultures francophones diverses aux élèves? Les attentes du nouveau curriculum peuvent sembler accablantes avec un manque de ressources concrètes couplé avec une gamme illimité de sites internets à explorer. Mes collègues et moi éprouvions ce dilemme lorsque nous essayions d’aborder la question de comment introduire la culture franco-africaine aux élèves de 9e année français cadre.

C’est à ce moment que nous avons fait appel aux experts du Burkina Faso.

Amadou Kienou, griot et maître tambour africain et Mabinty Sylla, danseuse extraordinaire, sont venus à notre école pour enseigner la musique et la danse africaine à nos élèves. Pendant la moitié d’une journée scolaire, notre cafétéria s’est transformée en lieu méconnaissable pendant que tous nos élèves de 9e ont assisté à deux ateliers. On a débuté avec la danse en prenant des leçons de Mabinty. Après quelques explications (toutes en français, sans doute) et plusieurs démonstrations, au bout d’une heure, les élèves ont réussi à réaliser une danse africaine traditionnelle. Et croyez-moi lorsque je vous dis qu’il n’y avait que des sourires sur les visages de tous les apprenants.

Après une petite pause, c’était au tour d’Amadou, avec ses talents du djembé (le tambour africain traditionnel) qui a enseigné l’importance de la discipline et la communauté pendant qu’une centaine d’élèves apprenaient à maîtriser quelques rythmes avec vigueur et passion. Tout le monde - les profs ainsi que les élèves - a fini la journée avec une meilleure appréciation de deux aspects importants de la culture africaine et tout l’apprentissage s’est fait de manière engageante et dans la langue cible. Quelle belle expérience, n’est-ce pas?! ENHANCING THE RESOURCES IN YOUR FRENCH IMMERSION PROGRAM WITH RECYCLED AND REUSED ARTICLES by Sally Warburton – French Immersion Teacher How often have we heard… “I wish I had the money in my budget for those resources!…” or “I’d love to do that art idea but I don’t have the materials.” Reuse! Reuse! Reuse! Our school is an Eco-School meaning we emphasize recycling, reusing and reducing.

Here are some ideas for extending your resources without blowing your budget!

Use the tops of plastic yogurt containers to have students trace circles – for art/math. Bigger lids can be used to trace when creating Venn Diagrams so that students can draw their own rather than have it photocopied. The art of tracing and drawing it themselves is a good skill to master. Black frozen dinner containers make beautiful frames for artwork such as plasticine scenes. (photo attached) Use small plastic apple sauce containers to hold paint pods for your painting centre. They’re the perfect size! A variety of empty clear plastic containers can be used to make a giant chess set. Put either red or black paper in the containers to differentiate the sides.

Use an old white sheet to draw the board squares with a marker. Label the names of the chess pieces. Students love learning and playing chess!

Teach the students the art of weaving (le tissage)! – Reuse milk bags to make sleeping mats. Not only are the students learning the skill of weaving and perseverance by working on a hands-on project, but they’re re-using milk bags and creating sleeping mats for those who don’t have any bed on which to sleep. Simply put a box outside your classroom or by the Office labelled “Milk Bags / Sacs de lait and Thank you!/ Merci!”. You will quickly get lots of milk bags for your class projects from all classes in the school! This activity lets students develop a skill, reuse milk bags and develop empathy and understanding of those who are less fortunate than we are.

Google this topic online to learn more. Take It And Make It Yours Il faut mentionner deux effets secondaires positifs d’avoir un atelier comme celui-ci dans vos écoles. 1 - Le prix: en restant à l’école, on élimine le coût du transport et des suppléants, ce qui réduit le prix énormément. 2 - La sensibilisation: impossible de ne pas savoir (ou entendre) ce qui se passe quand une centaine d’élèves participent à une expérience mouvementée et amusante. Le buzz est incroyable et fait beaucoup pour promouvoir la langue française aux profs, aux administrateurs, aux parents...à tous!

Si vous voulez faire contact avec les animateurs Amadou et Mabinty et/ou si vous aimeriez réaliser une telle expérience dans votre école, n’hésitez pas à me contacter. Je serais ravie de vous aider. Crystal Voisin, Chef du département de langues modernes et professeur de français cadre à Orangeville District Secondary School, Conseil Scolaire Upper Grand.

OMLTA/ AOPLV - SPRING/ SUMMER 2017 16 Take It And Make It Yours ENHANCING THE RESOURCES IN YOUR FRENCH IMMERSION PROGRAM WITH RECYCLED AND REUSED ARTICLES (CONT’D) Cereal Boxes have so many uses! Keep these flattened on a shelf in your classroom.

Use these for cardboard characters for a puppet play (great second language activity!) and for signs when cheering on a school sports team! Use paper from businesses, such as letterhead no longer being used as the address has changed because it is usually really nice quality paper. The letterhead can be cut off and the paper used in class. Big paper such as drafting paper used only on one side is an excellent resource if you have a contact person for this! Use it instead of chart paper for writing stories, word lists, class notices, paintings, drawings, etc.

CD Cases - If you can still find CD cases then save them and when you have a class set, do an art activity. Students can draw a new cover for a favourite book they’ve read and then write a description of the book on the back CD cover for others to read. CD cases can also be used to display plasticine scenes. (Just make sure the plasticine is thinly flattened to fit in the case!) Create a scene of that animal they’re researching or a sports activity done in gym class or DPA. What other ideas do you have? You’d be amazed at which resources you can amass from students’ parents’ businesses etc.

Newspapers - Low on paper towels? Bring in newspapers and have these on hand to use for cleaning up desks and floor areas where students have been painting! Easy to scrunch up and wet for cleaning. Students enjoy cleaning with these. Much better than using expensive paper towels which easily add up on the school budget. Newspapers are also excellent when rolled and slightly (just use a bit of masking tape!) taped to create bridges, 3D geometric shapes and other structures for science and mathematics. They create very solid structures.

By reusing items you’re helping the environment, teaching your students a very important skill and saving money on your class budget for other necessary items. So before putting a plastic item in the recycling bin… consider how it can be used in your classroom. Can you think of any more ideas?! Bonne chance! Thank you for sharing your ideas, Sally, and for being a faithful contributor to Communication Magazine! Keep up the great work!

OMLTA/ AOPLV - SPRING/ SUMMER 2017 17 Concours d’art oratoire 2017 2017 Concours Impromptu Winners Place Grades 9-10 Category First Name Last Name School Board 1st 10 Core Teshi Bollo-Kamara Dufferin-Peel Catholic DSB 2nd 10 Core Jelissa Dawkins Dufferin-Peel Catholic DSB 3rd 9 Core Hafsah Younus Durham DSB 1st 10 Extended Emma Lord Durham DSB 2nd 10 Extended Scott McGlashan Ottawa Catholic School Board 3rd 10 Extended Timur Islam Toronto DSB 1st 10 Immersion Yi Fei Tao Ottawa-Carleton DSB 2nd 9 Immersion Chloë Boehlau York Region DSB 3rd 10 Immersion Alexandra Butu Toronto DSB 1st 10 Francophone Alexandre Meulien Dufferin-Peel Catholic DSB 2nd 10 Francophone Yunyi Cui Ottawa-Carleton DSB 3rd 9 Francophone Dylon Huang York Region DSB Place Grades 11-12 Category First Name Last Name School Board 1st 12 Core Julie Ngo Dufferin-Peel Catholic DSB 2nd 12 Core Wayne Toledo Toronto DSB 3rd 12 Core Mitchell Vendrov York Region DSB 1st 12 Extended Aaron Tan Ottawa-Carleton DSB 1st 11 Immersion Clare Fiala Independent Schools 2nd 11 Immersion Eric Baldo York Region DSB 3rd 11 Immersion Cohen Bolliger Ottawa-Carleton DSB 1st 12 Francophone Mathilde Raymond Ottawa-Carleton DSB 2nd 12 Francophone Rubie Jean-Baptiste Ottawa Catholic School Board 3rd 11 Francophone Luisa Riveros Waterloo Catholic DSB 2017 CONCOURS IMPROMPTU WINNERS

OMLTA/ AOPLV - SPRING/ SUMMER 2017 18 2017 Concours Traditional Winners Place Grades 9-10 Category First Name Last Name Speech School Board 1st 9 Core Lizhe Xie Une deuxième chance York Region DSB 2nd 9 Core Dylex Suan L'intellectualité des examens de musique Halton Catholic DSB 3rd 10 Core Angel Bella y=mx+b Toronto DSB 1st 9 Extended Michael Samir Salib La règle d'or Dufferin-Peel Catholic DSB 2nd 10 Extended Yasmine Belahlou L'impacte de la dette sur les étudiants Toronto DSB 3rd 10 Extended Pamela Alamilla Pourquoi? Toronto Catholic DSB 1st 10 Immersion Alice Vlasov N'ayez pas peur de la peur Independent Schools 2nd 10 Immersion Justin Crabtree Les détecteurs de mensonges Toronto DSB 3rd 10 Immersion Alyanna Popatia La fierté canadienne Durham DSB 1st 10 Francophone Zoé Kutulakos Mes langues maternelles Independent Schools 2nd 10 Francophone Rissaile Mouajou Sourire pour changer l'avenir Dufferin-Peel Catholic DSB 3rd 10 Francophone Claudia Sassa Les injustices des autochtones Toronto Catholic DSB Place Grades 11-12 Category First Name Last Name Speech School Board 1st 12 Core Ayaan Virani La langue française, meurt-elle? York Region DSB 2nd 12 Core Jillianne Gonzales Le pouvoir d'un acte de bonté Toronto Catholic DSB 3rd 11 Core Selina Chow La démence Independent Schools 1st 11 Extended Katherine Gotovsky La disparition des langues autochtones Independent Schools 2nd 12 Extended Matea Ceric La fin d'une ère Waterloo Region DSB 3rd 12 Extended Sahar Abdalla La nouvelle génération de sport Toronto DSB 1st 11 Immersion Hayden Godfrey Mon expérience avec l'anxiété Toronto DSB 2nd 12 Immersion Juliana Markelj Une langue de toute beauté Dufferin-Peel Catholic DSB 3rd 11 Immersion Yanni Tzatzanis L'importance de la difficulté Toronto DSB 1st 11 Francophone Raphael Faiola La gastronomie moléculaire Toronto DSB 2nd 12 Francophone Nicholas Grisar La simplicité Toronto DSB 3rd 11 Francophone Rostam Djeddi La vie York Region DSB Concours d’art oratoire 2017 2017 CONCOURS TRADITIONAL WINNERS

OMLTA/ AOPLV - SPRING/ SUMMER 2017 19 Concours d’art oratoire 2017 CONCOURS/FESTIVAL D’ART ORATOIRE – 2017 OFFICIATORS – A BIG THANK YOU Thank you so much to the following volunteers/educators/teachers who helped make Concours/Festival d’art oratoire successful at York University’s Glendon College Campus on Saturday, May 6, 2017. These volunteers helped by being either judges, moderators, or questioners and they made the day such a success! OMLTA and CPF sincerely appreciate everything that you do for Ontario’s French students! A special thank you to Denis Cousineau and Jenn Rochon who were instrumental with the new Impromptu category! Finally, thank you to CPF’s organizing committee who does an absolutely amazing job every year.

Sarah Abou-Faysal Daniel Abtan Tammy Aiello David Anseline Pascal Arseneau Marie-Therese Awitor Ana Baptista Esha Bhardwaj Messan Boccovi Laura Butera Mirela Canellari Zachary Continenza Krysta Cook Anna Coulter Nadine Couvreux Liz Dawkins Angela De Sario Nina Di Leo-Cosentino Alycia Dodd Yvonne Germaine Dufault Laura Dursley Jayne Evans Sarah Fabbiani Maryse Fleury Pauline Galea Faten Hanna Susan Hayman Barbara Herman Rose Kantiono Myron Karpiuk Nina Kholmova Loretta Lavoie Emily Lee Mirela Leopold-Muresan Carolyn Loares Francesca Martinez Hetti-Marie Manu Alice Mazelet Madeleine McChesney Julie Meeks Erica Menzies Joanna Milczarek Victoria Muccilli Ruth Muto Ekwe Jules Neabo Sandra Nelson Lucia Nicolau Xanthi Phardis Marck Philip Anne Popovich Mamadou Ramde Lisa Rezoski Zuleika Sattaur Michael Sloboda Bryan Smith Jimmy Steele Karen Suitor Effy Varoutas Sally Warburton Tori Warren Adam White Alice Yu Marie Zesseu

OMLTA/ AOPLV - SPRING/ SUMMER 2017 20 ONTARIO HIGH SCHOOL GERMAN CONTEST 2017 – ANOTHER OUTSTANDING PERFORMANCE BY THE PROVINCE’S GERMAN STUDENTS! Hosted by Appleby College in Oakville, the Ontario High School German Contest took place for the 46th time on April 12th! The Ontario High School German Contest celebrates the excellence of high school students studying German at high schools and Saturday schools across the province. Students are divided into four categories according to their level and background in the German language (beginner to heritage learner). The amazing prizes this year included a trip to Germany and PAD summer course, cash awards, gift cards, and piles of prizes donated by a range of contest supporters, including the Consulate General of the Federal Republic of Germany, Goethe- Institut, and the University of Toronto.

This year’s participating high schools were: University of Toronto Schools (UTS), Craig Kielburger Secondary School (Halton DSB), Rockway Mennonite College, Glenview Secondary School (Waterloo Region DSB), Germania Language School, Westmount Secondary School (Hamilton-Wentworth DSB), and Concordia German Language School. Hailing from Westdale High School, Miruna Dragomir took first place in the advanced category, followed closely by Gautam Manohar (UTS), Qingyu Xiong (Germania Language School), Rhianne Whittaker (UTS), and Alice Vlasov (UTS). “Unranked but spectacular” in the advanced group were Keegan Hammond, Iain McGuigan, and Evan Smith.

The beginner group was particularly impressive again this year. UTS’s Andrea Zhao and Maria Saatgian lead the field ahead of strong showings by Vivian Chau (Rockway Mennonite College), Emma Burdon (Craig Kielburger), Maha Salman Cheema (Craig Kielburger), Tom Bullock (Craig Kielburger), Lily Barron (Craig Kielburger), and Alastair Kreidié (UTS). “Unranked but spectacular” in the category and sure to be contenders for prizes next year were Gelisa Chin (Glenview), Trynidy Cumming (Germania Language School), Ahminah Derman (Glenview), Zack du Kamp (Germania Language School), and Jessie Thompson (Germania Language School).

Language Contests: Highlights As in previous years, students with previous exposure to German participated in a separate category. Stephen Chankov (UTS), the 2016 winner in the same category, took first prize again. Stephen is off to the U of T next fall and has already been spotted at German Department events on campus this year! Second place went to Myriam Le Sage (Germania Language School). Finally, heading the heritage learner group, were Alicia Campbell (Concordia German Language School) and Danika Faulhammer (Concordia German Language School). “Unranked but spectacular” in the group was Katrina Hermann (Concordia German Language School).

On hand to honor the efforts of Ontario’s students and teachers of German were Tanja Matuszis from the German Consulate, Friedrich Broeckelmann of the Zentralstelle für das Auslandsschulwesen, and Stefan Soldovieri, Acting Chair at the Department of Germanic Languages & Literatures, University of Toronto. This extraordinary event would not have been possible without the incredible enthusiasm and commitment of the organizing committee chaired by Anne Popovich (retired from Hamilton-Wentworth DSB and now a doctoral student at OISE/UT): Ruth Renters (Appleby College), Gabriela Szolnoki-Bourgeois (Halton DSB), Nicola Townend (UTS), and Jimmy Steele (York University/Toronto DSB).

Reported by Stefan Solvidieri. Danke schön!

OMLTA/ AOPLV - SPRING/ SUMMER 2017 21 CONCOURS DE FRANÇAIS LANGUE SECONDE Par Miriam Hatabi et Catherine Elena Buchanan Le 10 avril dernier s’est tenu le Concours de français langue seconde sur le campus de l’Université d’Ottawa sous la présidence de Catherine Elena Buchanan, professeure de FLS à l’Institut des langues officielles et du bilinguisme. Le concours a attiré 65 élèves francophiles de trois conseils scolaires. Ce concours est destiné aux élèves qui étudient le français comme langue seconde en 11e et 12e année dans la région d’Ottawa.

De nombreux prix sont à gagner, dont des bourses d’admission au premier cycle à l’Université d’Ottawa, d’une valeur de 6000 $ chacune. Le concours comprend quatre épreuves : la compréhension de l’écrit, la compréhension de l’oral, la composition et l’entrevue orale. Ces épreuves reflètent les exigences du curriculum de FLS ontarien et correspondent aux normes du Cadre européen commun de référence. Une équipe de correcteurs composée d’enseignants des conseils scolaires et de l’université assure l’évaluation des épreuves et détermine les gagnants. Cette année, l’Université d’Ottawa a accueilli 65 élèves du Catholic District School Board of Eastern Ontario, du Ottawa-Carleton District School Board et du Ottawa Catholic School Board.

Sylvie Lamoureux, vice-doyenne aux études de premier cycle de la Faculté des arts, et Jérémie Séror, directeur par intérim de l’Institut des langues officielles et du bilinguisme, ont prononcé un discours qui soulignait la contribution des élèves à la vitalité du fait français et qui réitérait l’importance de l’apprentissage de la langue seconde.

Les élèves étaient groupés en trois catégories, selon les heures d’instruction en FLS qu’ils ont cumulées. Voici le nom des gagnants par catégorie : Catégorie 1 (moins de 2100 heures) Gillian Clackdoyle, 11e année de Nepean High School, Ottawa- Carleton District School Board Athaliah Singh, 12e année de St. Patrick’s High School, Ottawa Catholic School Board Catégorie 2 (entre 2101 et 5000 heures) Laura Maddison, 11e année de St. Francis Xavier High School, Ottawa-Carleton District School Board April Long, 12e année de Holy Trinity Cathelic High School, Ottawa Catholic School Board Catégorie 3 (plus de 5000 heures) Katherine Szabo, 11e année de Nepean High School, Ottawa- Carleton District School Board Mano Hooper, 12e année de Woodroffe High School, Ottawa-Carleton District School Board L’Institut des langues officielles et du bilinguisme, de concert avec l’Université d’Ottawa et le comité organisateur du concours, félicite chaleureusement les gagnants et remercie tous les élèves d’avoir participé à un événement qui contribue à la promotion de la langue française au Canada.

Language Contests: Highlights

OMLTA/ AOPLV - SPRING/ SUMMER 2017 22 Language Contests: Highlights 2017 ONTARIO SECONDARY SCHOOLS SPANISH CONTEST Over $2,000 in cash and prizes was awarded to a large number of hard-working students, the top in each of the five different categories: Beginner, Intermediate, Advanced, Spanish Plus, and Native Speaker. In addition, 16 students received Honourable Mentions for their outstanding achievements. Major sponsors for the event included Glendon College, University of Toronto, the OMLTA, and Ryerson University. After a full day of testing in listening, reading and grammar, plus an oral interview, the participants enjoyed Latin Dance lessons, took part in interactive games, guest lectures and networking.

To participate, check out the website at http:// ww.ontariospanishcontest.com. The next event will be held in May 2018 at Glendon College in Toronto. Interested Spanish teachers should email: lpicerno@villanovacollege.ca, for further information. PRINCIPIANTES 1er lugar Nathan Kim - University Of Toronto Schools 2do lugar Darleen Ha - RH King Academy 3er lugar Sabirah Sadat - Langstaff Secondary School INTERMEDIO 1er lugar Owen Meunier - Upper Canada College 2do lugar Jackie Caminit - St. Clement`s School 3er lugar Elizabeth Jefferies - Joseph-Oyerinde Richview Collegiate Institute AVANZADO 1er lugar Taiya Talbert-McSherry - RH King Academy 2do lugar Simona Rocco - St.

Clement’s School 3er lugar Jessica Satei - Northern SS HISPANOHABLANTE 1er lugar Yan Hong Cao Cao - Albert Campbell Collegiate Institute 2do lugar Wayne Mason Toledo - RH King Academy 3er lugar Fabiola Torrejon-Peredo - York Mills Collegiate Institute 1er lugar Ben Ding - St. Andrews College 2do lugar Ines Timoteo - Parkdale Collegiate School 3er lugar Alex Dondish - Langstaff Secondary School IRENA JARES ARTISTIS EXPRESSION CATEGORY Participante Alexandra Irvine - Richview Collegiate Institute Participante Dana King Participante Martin Tsevatanov

OMLTA/ AOPLV - SPRING/ SUMMER 2017 23 Language Contests: Highlights On Wednesday, May 10, the District School Board of Niagara, Niagara Catholic District School Board, and Brock University hosted the 39th annual Concours de français - Brock Niagara. 172 students in grades 11 and 12 participated in the event involving activities such as an oral interview, written composition, reading comprehension, and language structure games. Once completed, participants engaged in an interactive cultural drumming session with the talented Amadou Kienou. At the awards ceremony held at the end of the day, supporting Francophone community members recognized students who excelled in the various grades and categories.

WINNERS SECTION FRANCOPHONE SECTION FRANÇAIS INTENSIF SECTION FRANCAIS DE BASE 11ième année 3ème: Maryam Mojahid 2ème: Carol Bryans 1ier: Bianca Beaudoin 11ième année: 4ème: Roslin Chen 3ème: Sophie Johnston 2ème: Kate Hou 1ier: Rachel Simon 11ième année: 7ème: Rebecca Scher 6ème: Una Lim 5ème: Taya Lafontaine 4ème: Lauren Crawford 3ème: Laney Forgassi 2ème: Hunter Murdoch 1ier: Maya Marincic PRIX DE GRAMMAIRE Lauren Kesseler 12ième année 3ème: Brielle Kaminsky 2ème: Ama Nero 1ier: John Breton Prix de la meilleure composition John Breton Prix de la meilleure expression orale Marcy Achan 12ième année 5ème: Brent Dryczewycz 4ème: Mikaela Sabourin 3ème: Maya Zibert 2ème: Jaden Reimer 1ier: Sarah Simpson Prix de la meilleure composition Mikaela Sabourin Prix de la meilleure expression orale Brent Dryczewycz 12ième année 7ème: Jessica Whittaker 6ème: Ehrin Turkovich 5ème: Anastasia Groch 4ème: Sarah Abdunnabi 3ème: Natalie Li 2ème: Julia Araiche 1ier: Chi-Ching Wu Prix de la meilleure composition Natalie Li Prix de la meilleure expression orale Chi-Ching Wu

OMLTA/ AOPLV - SPRING/ SUMMER 2017 24 Language Contests: Highlights 2017 CONCORSO O.A.T.I. On Thursday, May 4, 2017, the Ontario Association of Teachers of Italian held the Annual Italian language and Culture contest at York University Campus. Secondary schools from Dufferin-Peel Catholic District School Board, Toronto Catholic District School Board, York Catholic District School and Independent Schools participated. This year, about 90 students participated in the contest and had the choice between competing in the Written/Oral Category as well as the Open Artistic & Poetry & Prose Categories.

For the second, students had to not only submit their artistic masterpieces, but also a descriptor explaining their choice. Students who wrote poetry and prose outdid themselves with some very creative and thought provoking pieces.

Further recognition was bestowed upon the top ranking student in each grade level for the highest overall mark. These students were awarded a bursary sponsored by Centro Scuola at their annual fundraising event, ITALY-AMO, which was held on Sunday, June 4, 2017. The recipients of this bursary are: Serena Acerbi (Gr. 10-St. Basil-The-Great), Michael Olivieri (Gr. 11-Fr. Bressani CHS) and Anthony Pehar (Gr. 12-Philip Pocock CSS). Congratulations to all those students who, once again, displayed their passion for the Italian language and culture. Auguri to the following winners and we’ll see you al prossimo anno: Grade 10 Written & Oral Category A Category B Category C 1st Juliana Averio (Philip Pocock CSS) Andrea Diano-Bavaro (St.

Michael College) Serena Acerbi (St. Basil-The-Great) 2nd Veronica Siuda (Philip Pocock CSS) Paolo Longo (St. Michael’s College) Artes Kellezi (Fr. Bressani CHS) 3rd Renah De Michele (Philip Pocock CSS) Chiara Di Scipio (Fr. Bressani CHS) Amber Kellezi (Fr. Bressani CHS) Grade 10 Open Artistic 1st Diana Tatangelo (Notre Dame) 2nd Maria Guttà (Michael Power’s/St. Joe’s & Ethan Nogueira (Philip Pocock CSS) 3rd Gerardo Trolio (Fr. Bressani CHS)

OMLTA/ AOPLV - SPRING/ SUMMER 2017 25 Grade 11 Written & Oral Category A Category B Category C 1st Natalie Hawrylak (Philip Pocock CSS) Elisabetta Canaletti (Fr. Bressani CHS) Michael Olivieri (Fr. Bressani CHS) 2nd Paola Gega (Philip Pocock CSS) Mattia Bacchelli (St. Michael’s College) Simona Lefano (Fr. Bressani CHS) 3rd Stefania Luis (Philip Pocock CSS Concetta Barranca (St. Basil-The-Great) Giulia Riondino (Michael Power) Grade 11 Open Artistic 1st Ayanda Williams (Our Lady of Mt. Carmel) 2nd Alessia Zappia (Our Lady of Mt. Carmel) 3rd Stephanie Marinacci (Our Lady of Mt. Carmel) Grad 11 Poetry & Prose 1st Lauren Bottoni (Philip Pocock CSS) 2nd Matthew Scerni (Our Lady of Mt.

Carmel) 3rd Julia Kapuscinski (Philip Pocock CSS) & Rachel Rosato (Philip Pocock CSS) Grade 12 Written & Oral Category A Category B 1st Anthony Pehar (Philip Pocock CSS) Cristian Mastrangelo (St. Michael’s College) 2nd Lyan D’Costa (Philip Pocock CSS) Juliana Ribeiro (Michael Power/St. Joe’s) 3rd Brendan Durante (Michael Power/St. Joe’s) Grade 12 Open Artistic 1st Erica D’Onofrio & Catherine Rinaldi (SFX) 2nd Jessica Fonseca (Our Lady of Mt. Carmel) 3rd Rosemary Gasparro (Our Lady of Mt. Carmel) Grad 12 Poetry & Prose 1st Laura Naccarato (Our Lady of Mt. Carmel) 2nd Izabela Szczytynski (Philip Pocock CSS) 3rd Ariana Mansouri (Philip Pocock) Grade 12 Speech 1st Massimo Nicaso (Fr.

Bressani CHS) Language Contests: Highlights

OMLTA/ AOPLV - SPRING/ SUMMER 2017 26 Projet a Quebec Projet à Québec is coming soon and fifty FSL educators from 26 school boards will have the cultural and educational experience of their lives. The team (Nicole Czaja, Julie Théberge, Rhéal Alain and Heather Depew) is eager to work and learn alongside the participants. Vive la langue / la culture française! J’AI EU LE TEMPS DE MA VIE QUAND J’AI PARTICIPÉ AU PROJET DE QUÉBEC! Par Stephanie Tosh Je suis tombée profondément en amour avec la culture québécoise! Il y a quelque chose à propos de l’air que vous respirez dans la ville de Québec, ça vous laisse avec un sentiment chaleureux.

Deux semaines de repas formidables, d’apprentissage, et même de rêver complètement en français, tout en formant des amitiés durables avec les enseignants inspirants!

Pour maintenir notre niveau d’excellence, les enseignants doivent être continuellement et activement engagés dans leur propre apprentissage tout au long de leur carrière. Ce programme exemplaire permet aux enseignants de passer du temps dans des classes avec des mentors expérimentés et d’explorer les nombreuses merveilles de la ville de Québec. 50 personnes ont partagé un intérêt pour la culture et la langue française et en même temps se sont lancées dans une aventure qui se passe seulement une fois dans la vie. Même avant de commencer, nous partagions un lien- des enseignants qui ont déjà investi leurs vies dans la valeur de l’apprentissage d’une langue seconde.

Le programme contient des activités exceptionnelles et des excursions authentiques. Ces programmes d’activités sont un élément central dans le renforcement à la fois de l’exploration de la culture québécoise et de l’apprentissage de la langue française. La variété des activités est conçue pour tous les goûts. J’ai exploré les musées, fréquenté à des concerts, et absorbé autant de la culture que je pouvais.

Le personnel vous traite comme un membre de leur famille. Chaque sourire et histoire sont véritables et partagés avec les meilleures intentions. Les instructeurs sont toujours préparés, les matériaux sont bien choisis et les activités extrascolaires offrent des possibilités d’expériences culturelles significatives dans un milieu francophone dynamique. Je suis agréablement surprise par la grande quantité d’attention individualisée que j’ai reçue pour perfectionner mon français et apprendre la culture québécoise. J’ai eu l’occasion de parler avec divers instructeurs sur la façon d’enseigner différents cours de français, et je trouve l’expérience inestimable que j’enseigne le français aujourd’hui.

Les classes ont été stimulantes, instructives et amusantes. J’ai vraiment beaucoup appris sur la langue française et a réussi à apporter de nouvelles idées à mon école et en classe. Après avoir rencontré et converser avec d’autres gens dans une autre langue, ma capacité de parler français et ma confiance d’enseigner la langue a augmenté immensément. Ce programme est allé au-delà de mes attentes. Tout le monde devrait connaitre ce type d’opportunité tout au long de leur carrière dans l’enseignement.

OMLTA/ AOPLV - SPRING/ SUMMER 2017 27 Directors in Action OMLTA Board Members have been busy. We continue to meet with our stakeholders and are always working for our members. Some recent advocacy work includes: NEW WEBSITE AND LOGOS Check out the new OMLTA/AOPLV website and logos! The Executive members of the Board have been busy leading the creation of the new website and logos. There is information about upcoming events, free resources and much more! This website is user-friendly and offers easy membership renewal whenever you may need it. www.omlta.org LANGUAGE CONTESTS April and May were busy months and there were many language contests throughout Ontario.

Check out the ‘Language Contests’ and the ‘Concours d’art oratoire’ section of this issue. The following meetings with stakeholders were attended: Ministry of Education; OTF Curriculum Forum; ILEA Winter Forum; ACPI Meeting; as well as other initiatives.

ILEA WINTER FORUM – TUESDAY APRIL 18, 2017 OMLTA maintains a working relationship with ILEA, the International Language Educators Association. At ILEA’s Winter Forum on Tuesday April 18, Ida Continenza represented OMLTA and shared the many ways that ILEA’s educators can benefit from OMLTA. Some of the benefits discussed were the Bursaries for teachers of Spanish and Italian, the Classical and International Languages Curriculum workshop on May 6, the International Languages Fact Sheets, Language contests for secondary students of German, Spanish and Italian, the Additional qualification course for teachers of Spanish this summer and Communication Magazine’s section dedicated to International Languages.

ILEA shared information on the International Contemporary Film Festival (Junior), on the International Languages program at the York Catholic District School Board, as well as ILEA’s standing committee discussions on Trillium System, Funding Matters and Elementary/Secondary Curriculum In-Services. All in all, it was a productive and informative day for all who attended.

OMLTA/ AOPLV - SPRING/ SUMMER 2017 28 Directors in Action On April 28-29 the OMLTA Board of Directors represented all OMLTA Members at the Ministry of Education Division Association Meeting and Ontario Teachers Federation Curriculum Forum. At the Ministry Meeting on April 28th, we had a chance to discuss the process for Curriculum Reviews, student voice and mental health topics. We made sure that the needs and consideration of modern language teachers were voiced and represented. On Saturday, at the OTF Curriculum we learned about teacher resources for Critical Media Literacy. Check out MediaSmarts- HabiloMédias for great teacher resources in English and French.


OMLTA/ AOPLV - SPRING/ SUMMER 2017 29 International Languages PROFESSIONAL LEARNING OPPORTUNITY: CLASSICAL AND INTERNATIONAL LANGUAGES CURRICULUM Planning with the International Languages Curriculum The OMLTA, in partnership with the Ministry of Education, was pleased to host a professional learning opportunity for International Languages teachers, focusing on the revised Classical & International Languages Curriculum, entitled “Planning With the International Languages Curriculum”. The workshop provided an opportunity to explore the changes in the curriculum, with an emphasis on applying the information in planning, assessment and instructional strategies.

Participants had the time to collaborate with other colleagues to consolidate their understandings of the revised document and to create practical resources for implementation in the classroom. The session also introduced the International Language Fact Sheets that point out quick tips, and ideas directly connected to the new curriculum.

The free workshop took place on Saturday, May 6, from 8:30-2:30 at the Crowne Plaza Airport Hotel, in Toronto and was open to all International Language teachers. Participants received copies of resources, and had the opportunity to engage in dialogue with colleagues from across the province. from York Region DSB who is the winner of this year’s OMLTA/Embassy of Spain Summer Study Bursary! Thank you to the Education Office of the Spanish Embassies in Ottawa and Washington for their continued support!

AND THE BURSARY GOES TO..... CONGRATULATIONS TO OMLTA MEMBER ¡Felicidades! ¡Diviértete en España, Métztli!

OMLTA/ AOPLV - SPRING/ SUMMER 2017 30 5 Questions With/Avec Communication Magazine is very happy to have Dr. Jan Hare be our featured educator in this 5 Questions Avec/With section. Dr. Jan Hare is an Anishinaabe educator and scholar and member of the M’Chigeeng First Nation in northern Ontario. She is the Associate Dean for Indigenous Education in the Faculty of Education at the University of British Columbia. She is also the Director of NITEP, UBC’s Indigenous Teacher Education Program. In addition, she holds the Professorship of Indigenous Education in Teacher Education, which is committed to professional learning for in- service and pre-service educators.

1. Explain how your work as the Associate Dean for Indigenous Education at the Faculty of Education at UBC is helping to improve educational outcomes of indigenous children. I have a long-standing involvement in teacher education, having started my career as a primary school teacher before becoming a professor in Indigenous Education. Ensuring all educators are better prepared to support Aboriginal learners and their families is critical to Aboriginal student success. Teachers need to understand how their knowledge of Indigenous peoples has been constructed over time, what has influenced their thinking, and what are the implications of those ideas for the inclusion of Indigenous content, histories, perspectives, and approaches to learning in their classrooms.

Blaming Aboriginal students and families for the lack of success they experience in schools is deficit-thinking.We need to help educators understand that historical, social, and institutional factors influence Aboriginal student success. It is important that educators take opportunities to learn how to integrate Indigenous ways of knowing in their practice in ways that are meaningful and respectful.They can be supported by working Aboriginal communities, drawing on Aboriginal leadership in their school boards, or utilizing resources that have been developed with and by Aboriginal people. Research tells us that when Aboriginal students see themselves represented in positive and productive ways in the curriculum and teaching of schools, they will experience success.

Educators have an important role to play in these goals.

2. In your talk as the keynote address at OMLTA’s spring conference, you talked about how educators could be looking at the contributory aspects of language and cultural issues of indigenous students. Can you comment on this more in depth? We need to keep in mind that Aboriginal education is not just for Aboriginal learners.All students will benefit from learning from Indigenous ways of knowing. Indigenous perspectives and approaches in teaching and curriculum demonstrate that there are other ways of seeing the world, addressing priorities in our society, solving complex issues, and transforming the world we live in.We need more sustainable and caring ways of being in this world and Indigenous knowledges contribute to every aspect of the curriculum.

For example, students who learn about the history of residential schooling and its impact on Aboriginal people in the Language Arts, Social studies, or Arts curriculum develop new understandings about Aboriginal people, their histories, and current realities. Stereotypes can be disrupted and opportunities to build on concepts of social justice are presented.As students learn about the traditional uses of plants and medicines, the environments needed for their care and growth, and the stories of Aboriginal peoples associated with the land-based teachings, the Science, Math, and Health curriculum are given new learning dimensions.

Language is an important element of Aboriginal identity and cannot be overlooked in the learning opportunities.This is because Indigenous languages strengthen students’ connections to land, family, and community.We know that languages contribute to the well-being of all students and represent the complex cultural understandings of our worldviews. But where Indigenous languages diverge from other languages is in their connection to the land. Our languages come from the land. Helping all learners develop an appreciation for Indigenous languages will help them develop an appreciation for Indigenous cultures in our society.They may also develop new ways of understanding their relationship to the land and the natural world around them.

OMLTA/ AOPLV - SPRING/ SUMMER 2017 31 3. The median age of people identifying as aboriginal is 25 years old. What does that mean for us in our secondary/post-secondary and adult learning centers in the province of Ontario? The Aboriginal population is a young population and fast-growing.They live on- reserve and in urban and rural spaces.They are seeking educational, economic, and cultural opportunities in the communities where they live and learn. Schools must be prepared to respond to their participation with appropriate curriculum, necessary resources, and welcoming environments.

Research tells us that Aboriginal youth face racism in their daily encounters in schools through peer-interactions, non-responsive educators, and the curriculum.

As a result, they fail to see relevance or find the experiences too much to bear, leaving many Aboriginal youth to feel pushed out.They then seek out alternative learning settings or adult education programming.This has serious social and economic consequences for youth and for our society as their job prospects and post-secondary learning become limited. Educators must create a sense of belonging for young Aboriginal learners that respects their linguistic and cultural contributions.

4. Can you suggest a few of the most significant strategies that educators can incorporate in their classrooms on a daily basis that would benefit indigenous students and/or help to advance indigenous awareness in our educational communities? When Aboriginal students come to schools they may carry over language patterns from their home and community. Rather than seeing these linguistic differences as “improper English” or “not speaking properly,” educators need to support learners to achieve the target language of schools. In addition, students may come to school speaking English, but understanding is shaped by their Indigenous language.This should not be interpreted as an inability to learn.

Educators should consider using cultural concepts as a starting point for learning, allow time for reflection and response, listen to the way students tell stories, examine the assumptions they hold about language, and pay attention to how they respond to linguistic difference.

Educators can incorporate Indigenous content, perspectives, histories, and learning approaches in to their classrooms in many ways.There is a growing body of wonderful Indigenous children’s and young adolescent literature, written and illustrated by Indigenous authors and illustrators, reflecting Indigenous ways of knowing and taking up many themes.You don’t have to be studying something Aboriginal-related to draw on Aboriginal resources.Teachers can ensure that Aboriginal culture and language are represented in the physical environment of their classroom ranging from posters, labeling, artwork, artifacts, books, and other materials.

Engage students in Aboriginal games as part of play, sports, or physical education. Learn about and engage with local First Nations communities and Aboriginal organizations, including inviting guest speakers, families, or Elders to your school or classroom, exploring and supporting local and national Indigenous priorities, or taking part in Aboriginal events in your community. 5. Can you tell us how we can get more information on indigenous education, your MOOC, for example?

I’m delighted to share that the Faculty of Education at UBC offers a free massive open online course (MOOC), Reconciliation Through Indigenous Education. The course is intended to help educators envision how Indigenous histories, perspectives, worldviews, and approaches to learning can be made part of the work they do in classrooms and schools. Reconciliation in this course emphasize changing institutional structures, practices, and policies to create learning environments committed to strengthening our relationships with Indigenous peoples. Participants in the course will learn from Elders, educational leaders, and educational resources.

The course begins Tuesday October 17, 2017. Register for free at edx. org. I encourage all educators to start and continue their learning journey in reconciliation and Indigenous education. Dr. Jan Hare can be contacted at jan. hare@ubc.ca for more information about the MOOC. 5 Questions With/Avec “When Aboriginal students come to schools they may carry over language patterns from their home and community. Rather than seeing these linguistic differences as “improper English” or “not speaking properly,” educators need to support learners to achieve the target language of schools.”

OMLTA/ AOPLV - SPRING/ SUMMER 2017 32 Branchez-Vous & Resource Reviews BRANCHEZ-VOUS The Ontario Teachers’ Federation and the OMLTA have enjoyed a partnership for many years.

The OTF hosts Curriculum Forums twice annually, as well as a retreat for subject association leaders like OMLTA. OTF has also provided funding for the creation of professional development courses and webinars, led by the OMLTA. In the past, the OTF has provided funds for greater member participation in OMLTA’s conferences. https://www.otffeo.on.ca/en/learning/teacher-resources/ ON PARLE/TU PARLES BY R. K. PUBLISHING On parle/Tu parles is the current resource our schools are using for the Grade 9 Core French programs (replacing Quoi de neuf and Sans frontières). They both contain refreshing content that aligns with the new curriculum documents from 2013, with updated material that students can relate to.

They are also digital resources, which allow students and teachers the convenience of accessing them outside the classroom. Here are some tips I’ve observed when teaching with this resource: • make sure when you introduce students to the digital text and have them log on for the first time to plan ample time (at least 20 – 30 minutes) for sign-in problems, forgotten passwords, and exploring the site on their own ; projecting your monitor on the screen helps keep them on track • have students write down their new passwords for the resource in a place they will not lose (timetables, binders, calculators, etc.) and keep a master list that is shredded at the end of the semester • at your discretion, allow students use of their cell phones if computer access at your school is limited as well as their earbuds so they may work independently (keep some extra earbuds in your classroom) • be aware if there are students in your class who cannot access technology at home and provide in-class opportunities • you only need to cover 4 of the 6 chapters (see teacher’s guide); this allows some flexibility to differentiate the content based on the interests and needs of your class I look forward to continuing my own learning of this new resource in order to maximize its potential in my grade 9 French classrooms! Bonnes vacances d’été!

Thank you Adam for sharing these tips with us. Adam Crowe is a French Teacher at Christ the King Catholic Secondary School in Georgetown, Ontario. RESEARCH STUDY: THE IMPACT OF SECOND LANGUAGE LEARNING, Study done by CASLT CASLT commissioned a research study on “The Impact of Second Language Learning”. The research team wrote an executive summary on what the research in this area shows. Outlined below are the major conclusions of this study, however, CASLT’s publication explains the research which was done to draw the conclusions made by each point below.

The purpose of the current literature review is to investigate whether and how learning a second language affects language learners.

It focuses on research in the following areas: cognition, academics, personal life, society at large, economics and intercultural understanding. In addition, special attention is paid to the extent to which students with exceptionalities and additional language learners are able to acquire additional languages. The research presented here focuses both on the benefits and the challenges associated with learning a second language. The current review builds on A Review of the Literature on Second Language Learning carried out by a team of researchers from the Language Research Centre at the University of Calgary in 2004 and revised in 2006.

As such, the research summarized in this review was published after 2006. In addition, the current review focuses less on how languages are taught and more on the impact of second-language learning.

PRINCIPAL INVESTIGATOR Mary G O’Brien RESEARCH ASSOCIATES Allison Bajt JeongEun Lee Martin Lisanik Anna Pletnyova Stephanie Reyes Executive Summary of “The Impact of Second Language Learning”.

OMLTA/ AOPLV - SPRING/ SUMMER 2017 33 Branchez-Vous & Resource Reviews RESEARCH STUDY: THE IMPACT OF SECOND LANGUAGE LEARNING, Study done by CASLT COGNITIVE IMPACT • Second-language learning in a school context has a positive impact on the development of general cognitive skills of learners. • Learning a second language is helpful to learners’ language development, which, in turn may help learners to learn other languages more quickly.

• Speaking more than one language might enhance bilinguals’ focus and ability to ignore irrelevant information.

• Bilinguals outperform monolinguals on many cognitive tasks including solving problems, multitasking, remembering longer lists of information and switching between tasks. • Speaking more than one language helps to compensate for cognitive disadvantages that result from aging, epilepsy and low socioeconomic status. ACADEMIC IMPACT • Children who learn a second language show either comparable or enhanced first-language literacy. • Second-language learners often show enhanced spelling ability as well as superior reading comprehension when they are compared to their monolingual peers.

• Children receiving second-language instruction often show higher achievement in a range of subject areas, including mathematics, science and language arts.

• Learning a second language enhances second-language learners’ grammatical knowledge and awareness of speech sounds and sentence structures. SOCIETAL IMPACT • Second-language learners demonstrate enhanced empathy, awareness of diversity, tolerance of difference and a greater sense of social justice. • Learning second languages encourages learners to embrace scientific, social and environmental ideas originating from other parts of the world.

• Second-language learning promotes international dialogue, collaboration and engaged global citizenship. • Second-language learning promotes the development of cultural identities and contributes to a deeper appreciation for the transmission of culture through language. INTERCULTURAL COMPETENCIES • Second-language learners demonstrate enhanced development of self-awareness as well as more positive attitudes and openness to other languages and their speakers and cultures. • Second-language learners often show fewer cultural prejudices and negative stereotypes.

• Second-language learning has potential for fostering intercultural dialogue and easing antagonism between conflicting sides.

ECONOMIC IMPACT • Employees who speak a second language often earn more than monolinguals. • The ability to speak a second language often positively affects earnings both directly and indirectly through educational achievement, a wider range of opportunities for involvement in local and global markets, and by signalling enhanced communicative and cognitive abilities and skills to potential employers. • Second-language skills afford individuals greater mobility in both local and international markets and allow them to serve a wider range of clientele.

• Second-language skills are often highly valued and expected by potential employers. • Second-language skills have large-scale economic benefits, as they make businesses more competitive in the global economy and boost international trade. STUDENTS WITH EXCEPTIONALITIES • Students with various special education needs may benefit from learning a new language. • Learning two languages may not necessarily cause additional delay in terms of language development for students with special education needs.

• The language-learning challenges faced by children with exceptionalities are often not significantly different from those of typically developing children.

• Interventions used to teach second languages to students with exceptionalities may also benefit typically developing children. ADDITIONAL LANGUAGE LEARNERS • Knowing two languages is more advantageous than knowing just one language when learning additional languages. • There are academic and cognitive benefits including the development of academic and communication skills when learning more than two languages.

• Learning more than two languages often results in a greater sense of open-mindedness and empathy. • Learning an additional language not only positively influences language learning in general, but it also helps students to develop multicultural awareness, positive attitudes toward communicating in their non-native languages and academic proficiency. • Even though a child’s first language may not be a societal language, children can successfully learn an additional language, such as French, while learning English as a Second Language simultaneously.

OMLTA/ AOPLV - SPRING/ SUMMER 2017 34 Save the Date Join us in the City of Waterfalls, Hamilton, ON for our regional Fall Conference! Come help the OMLTA Celebrate: Creativity, Diversity, Community La créativité, la diversité et la communauté! Call for presenters and registration information coming soon! www.omlta.org October 20-21, 2017 OMLTA NEEDS YOUR HELP: CALL FOR ARTICLE SUBMISSION FOR COMMUNICATION MAGAZINE OMLTA would like to share your expertise and your ideas with the rest of our membership.

It is in this vein that we request you to write a brief article (it could be anywhere from one paragraph to one page – whatever you have time for!) with information on any one of the following topics: • Lessons which have worked in your classroom • Successful school-wide events which have fostered a love of culture and language amongst students, staff, and/or admin • Class trips which have been successful for you • Review of resources / websites / books which you have used • Technological innovations which have been particularly useful to you • Classroom management successes and/or challenges • Advice for our members with respect to any current Modern Language policies and/or curriculum expectations • Reference to any businesses or suppliers of French or Modern Language products, books, resources, etc.

• Words of wisdom for Modern Language Educators in the province of Ontario • Please email Ida Continenza at communication@omlta.org with any ideas you may have by October 1st, for a chance to have your name and ideas in print in the Fall Issue so that everyone can benefit!! Don’t be shy! We want to hear from YOU!

A LA PROCHAINE ! PLEASE NOTE OUR NEW ADDRESS! (our phone number remains the same)OMLTA/AOPLV 71 George Street Box 268 Lanark, ON K0G 1K0 Phone: (519) 763-2099 Website: www.omlta.org Email: omlta@omlta.org Facebook: www.facebook.com/OMLTA Twitter: www.twitter.com/OMLTA We welcome your contributions, comments, feedback, and ideas. Be a part of Communication! Email the Editor directly: communication@omlta.org COMMUNICATION MAGAZINE IS LOOKING FOR VOLUNTEERS! Communication Magazine is looking for dynamic volunteers for its ‘Reach-Out Committee’! As a member of the Reach-Out Committee, you would help the editor by inviting/recruiting various individuals to write an article for OMLTA’s Communication Magazine.

Deadlines for Communication Magazine are February 1, June 1, and October 1. OMLTA members want to read articles which are practical, informative, current and thought-provoking. There should be a cross-section of articles about Core, Extended, and Immersion French and International Languages from many different grade levels and many different geographical areas, as well as from different perspectives such as administrative, classroom, board and/or system level, itinerant, managerial, continuing education, faculty of education, adult learning, private schools, etc. Here are some ideas of articles which OMLTA members would enjoy reading: • Classroom lessons which have worked well; • Successful school-wide events that have fostered a love of culture and language amongst students, staff and/or admin; • Class trips which have been successful; • Review of effective and useful resources, websites, and books; • Technological innovations; • Classroom management success and/or challenges in FSL; • Advice for our members with respect to any current Modern Language policies and/or curriculum expectations; • Reference to any businesses or suppliers of French or Modern Language products, books, resources, etc.; • Words of wisdom for Modern Language Educators in the province of Ontario; • Any other interested novelty regarding FSL or International Languages • Ministry of Education project development and/or involvement • Board-level projects and/or leadership with FSL/IL.

This is a great professional development, personal growth, and networking opportunity. Email Ida Continenza, Editor, at communication@omlta.org with your resume and a brief paragraph or two explaining why you think you would be a good on the Communication Reach-Out Committee. The due dates for the three yearly issues of Communication are: February 1st for the Winter edition, June 1st for the Spring-Summer edition and October 1st for the Fall edition. You are asked to be on the look-out and/or recruit possible “article-writers” for one of the upcoming issues. Also, more information will be given to you regarding length of articles, format, inclusion of photos, and the “by” blurb.

Thank you for your interest and for “reaching out”! Ida.

DON’T FORGET: Back issues of Communication are available online at www.omlta.org À NE PAS MANQUER! SAVE THE DATE OTF Summer Institute: August 9, 10, 11 in Sudbury at Laurentian University A Pathway Toward Proficiency Details will be posted soon on the OMLTA website. SPRING CONFERENCE 2018 MARCH 23-24, 2018 TORONTO, ONTARIO À NE PAS MANQUER!!!

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