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WCML Abstracts of Presentations Rsums des prsentations du CMLV

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Mach 2628 mars 2015 | Niagara Falls | Ontario | Canada


SHERATON ON THE FALLS HOTEL AND/ET CROWNE PLAZA NIAGARA FALLS - FALLSVIEW HOTEL

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Notes
Thursday March 26 / Jeudi 26 mars Unless otherwise specified, the language of
14:30 17:00 the abstract indicates the language of the
presentation. There will be no simultaneous
Technology in the Classroom interpretation. /
(Pre-conference roundtable / Table ronde pr-congrs)
moins davis contraire, la langue du
18:00 20:00 rsum indique la langue de la prsentation.
Il n'y aura pas d'interprtation simultane.
Opening reception / Rception douverture
Double presentation (DP-PD): two
Plenaries / Plnires presentations of 25 minutes each within one
08:30 09:30 session. /

PL-1 Prsentation
Accrotre la confiance et la comptence de nos apprenants par double
le biais dun (DP-PD)
virage : deux et
pdagogique
culturel en langue seconde Cousineau prsentations de 25 minutes chacune
lintrieur d'une session.
PL-2 Making the CEFR Tangible: EAQUALS Core Inventories for English and for French North
Panel session (PS-SS): three presentations of
Friday March 27 / Vendredi 27 mars 25 minutes each and end at 14:20. /

Sances dexperts (PS-SS) : trois


Sessions: Block A / Sances : Bloc A prsentations de 25 minutes chacune et se
10:00 10:50 termine 14h20.

A1 Exploiter la chanson en enseignement du FLS Lajeunesse-T., TV5 (CP-PC)


Legend / Lgende
A2 iPadding Sixth Graders to Impact Language Learning Rocca / Teaching the New FSL Curriculum
Using Technological Tips and Tricks Lafrance (DP-PD) (CP-PC)=Commercial Presentation /
Prsentation commercial(DP-PD)=Double
A3 Bridging the Gap between Theory and Practice: Action Oriented Tasks in FSL Kruithof
Presentation / Prsentation double(PS-
A4 Only Speaking in French? It CAN Be Done! Capa SS)=Panel Session /
A5 Sance
Language for Travel An Exciting Secondary Language Survey d'experts7-12=High
Course McFayden School /
SecondaireG=GeneralJ=Japanese /
A6 Collaborating across Languages: Using Language Learners Linguistic Repertoire in English as Additional
JaponaisK12=Elementary and High School /
Language Classrooms Galante / Promoting Learner Autonomy through Storytelling Azizi (DP-PD)
Primaire et secondaireK6=Elementary /
A7 Let Us Help You Bring Your Core French Classroom to Life! PrimairePS=Postsecondary
Chan / Postsecondaire
A8 Langue franaise et diversit linguistique en Algrie Bessai / Analyse sociolinguistique de lapprenant
igbophone du franais langue trangre Nkoro (DP-PD)
A9 The Influence of the CEFR on FSL Teaching Methodologies in Primary and Secondary Schools in BC and
on the Preparation for the DELF Buchanan / Reforming Languages Education An Australian
Success Story Mercader (DP-PD)
A10 La escritura cooperativa en el aula de espaol como lengua extranjera Domnguez-Miguela
A11 Deutsch Lehren Lernen: Das neue Fort- und Weiterbildungs-programm des Goethe-Instituts fr
Deutsch-lehrkrfte Erfahrungen aus der Tschechischen Republik Nlepov (DP-PD)
A12 Gut geplant ist halb unterrichtet Ledwig (Teil I) (part 1)
A13 The Muslim Mind: Embracing Inclusion in Todays Classroom Choudhary, A.
A14 Lets Cultivate Cultural Sensitivity! Tanaka

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Principal Author / Auteur principal A15 Apprendre agir et parler : le rle


(by last name / par nom de famille)
de la justice sociale dans
A B C D E lapprentissage de franais
Paniccia
F G H I J
A16 De lintra linterculturel dans
K L M N O lacquisition de la comptence
argumentative Ngo / La gestion
P Q R S T de la diversit linguistique et
culturelle lcole maternelle en
V W X Y Z France : laccueil des enfants
allophones Carol (DP-PD)
Sessions: Block / Sances : Bloc
A B C D E Sessions: Block B /
F G H I Sances : Bloc B
11:00 11:50
B1 Tenseignes-tu? : une exprience collaborative entre enseignants Mzange
B2 Language Education and Education of Language Mripeal / From Culture to Interculturality:
Changes in Perspectives & Practice Van Houten (DP-PD)
B3 Social Media and Web 2.0 tools in the FSL Class Duckworth
B4 Exploring the Use of Language Portfolios in FSL Classrooms Hermans-Nymark
B5 Establish a Successful Partnership with France through Shared Projects Doell
B6 Metacognition and Learner Autonomy Hellal / The Role of the E-Tutors in Promoting Distance
Learners Autonomy Halabi (DP-PD)
B7 Where Do I Find Affordable Resources to Support the CEFR? How Can I Adapt the Resources I Already
Have? Sivyer, Poster Pals (CP-PC)
B8 Inspiring a Passion for French Lamothe / Plus de 3000 livres disponibles en un seul clic!
Grzybowska (DP-PD)
B9 Put the U in iTunes U Benzenati
B10 Cmo desarrollar las competencias orales mediante actividades que motiven a los estudiantes en la
clase de espaol Valds Vzquez
B11 Das kognitiv-interpretative Model des kommunikativen Verhaltens im DaF- Unterricht an der Universitt
(Mordovia Russland) Furmanowa / Die Anwendung der Online-Lernplattform Letras 2.0 in einem
DaF-Graduationskurs: Reflexionen und Perspektive Vaz Ferreira (DP-PD)
B12 Gut geplant ist halb unterrichtet Ledwig (Teil II) (part 2)
B13 Integrated Inquiry Learning Case Swedish for Tourism Wallenius / Case Studies on Learning
Trajectories of Successful Language Learners in a Foreign Language Setting Yoshida (DP-PD)
B14 Inspiring Students with Drama! Saito
B15 Developing Action-Oriented Tasks for Primary and Junior Core French Gauthier, H.
B16 Connexions: Meaningful Differentiation for Grade 9 Core FSL, Academic and Applied Arnett,
Pearson (CP-PC)

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Sessions: Block C / Sances : Bloc C


13:30 14:20
C1 Lapproche actionnelle : de la thorie la pratique. La chanson qubcoise Beaudin
C2 Language Education and Languages of Education Od / Chetti Malay Language Binti Hamzah
(DP-PD)
C3 Toolkits for French: Language Learning Strategies Gauthier, M.
C4 A New Resource for Grade 9 Core French? Tu parles! Hendry, RK Publishing (CP-PC)
C5 Mobile Applications for Motivation and Engagement in Language Learning Marcel
C6 The Canadian Language Portfolio for Teachers Lacroix
C7 Engaging Your Core French Students Kukhta-Jackson
C8 La comptence dinteraction dans lvaluation de loral : tude en franais langue trangre chez les
apprenants dbutants Xu / Lapproche actionnelle et lenseignement par tches dans les cours
universitaires de FLS de niveau dbutant-intermdiaire Danciu (DP-PD)
C9 Teaching to Learn: Advancing Your Own Development as a Language Teacher through Mentoring
Others Muhling / Teachers Helping Parents Tryon (DP-PD)
C10 Using AIM to Teach Spanish Simsilevich
C11 Musik in Deutschland Deutschland in Musik In der Stroth
C12 Deutsch als Fremdsprache fr MINT-Fcher Esa
C13 Bridging Frameworks: The ACTFL CEFR Collaboration Swender / Reading Proficiency for Higher
Education: The ACTFL Framework in Dialog with the CEFR Tschirner (DP-PD)
C14 Exploration and Implementation of CEFR-Based Framework for Course Design for Adult Learners
Kurasawa / Collaborative Teacher & Teacher Trainer Development Shirakawa (DP-PD)
C15 Le podcast, un outil favorisant les comptences orales en FLE Sancler Gmez / Thtre-croise des
langues et des cultures : une exprience originale de collaboration culturelle Schmidt (DP-PD)
C16 C-ECML Symposium CELV-C (starts at 13:00 / commence 13 h) The European Center for
Modern Languages from a Canadian Perspective Hamel / The Maledive Project Lamarre /
Language Descriptors for Migrant and Minority Learners Success in Compulsory Education
Kristmanson

Sessions: Block D / Sances : Bloc D


14:30 15:20
D1 Ressources inspires du CECR pour le secondaire Trpanier
D2 Building Support for Language Education: Its Everybodys Business! Abbott / Engaging Parents &
Students and Supporting Educators Gormley (DP-PD)
D3 Inspiring Inclusive Practices in FSL Hoerath
D4 Generating Change in the Classroom Cunningham / Leadership in Languages: Ensuring High-
Quality and Excellent Second Language Programs Beaudoin (DP-PD)
D5 Teaching Revolution Price

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

D6 The Role of Assessment in Fostering Learner Engagement and Developing Their Autonomy: A Social
Constructivist Approach O'Leary / Issues in Assessing Small Group Oral Interaction Lingley
(DP-PD)
D7 Exciting and Engaging New French Resources to Support Lifelong Language Learning (K-8)
Turcotte, CEC Publishing (CP-PC)
D8 Vive les vidos dans la classe inverse! Thibault, N.
D9 Go Digital! Supporting FSL through Digital Resources Bill
D10 Le programme despagnol langue tierce au Qubec : vers une intgration du CECRL? Auclair-
Davreux / Le fonctionnement nonciatif du lexique verbal : stratgies denseignement et
dveloppement des comptences mtacognitives Romero Lopes (DP-PD)
D11 Thema Sport als kreativer Impuls im DaF-Unterricht Tabakova
D12 Flipping Roles: Students as Teachers in Interactive Learning Environments Stollhans / Lernen durch
Lehren Kirs (DP-PD)
D13 Metacognition and Learner Autonomy: The Learning by Doing Approach to Higher Education
Language Teaching Di Pardo Leon-Henri / Using the CEFR in Language Teacher Education: A
Focus on Portfolios Arnott (DP-PD)
D14 Implementing Electronic Portfolios to Enhance EFL Writing Skills in an Indonesian Context Warni /
Moraic Linguistic Rhythm in Music Katada (DP-PD)
D15 Dvelopper loral : dis-moi pourquoi? Burke
D16 C-ECML Symposium CELV-C Diffuser le CARAP au Canada Ambrosio

Sessions: Block E / Sances : Bloc E


15:30 16:20
E1 Exploiter un contenu culturel, oui mais... par lentremise dactivits interactives Dessureault
E2 Want to Hang Out? How Google Apps Transformed How Language Teachers Connect and Learn De
Abreu
E3 Implementation of the Action-Oriented Approach: Technology, Cultural Awareness and Authentic
Communicative Activities Rubino
E4 Let Them Speak: Strategies That Maximize Student Talk Time in the FSL Classroom Beatrice-Gojsic
E5 Theyre Actually Speaking in the L2! Abbey
E6 Challenges of the B.A. In Language Teaching Curriculum at Universidad Del Tolima in the
Implementation of a Task-Based Approach Camacho Vsquez / An Action-Oriented Approach to
Language Teaching Wernicke (DP-PD)
E7 Live French Teachers Providing Homework Help Zaouali / Intensive French in Calgary: Implications
for FSL and Late French Immersion Mueller (DP-PD)
E8 Echo pour lAmrique du Nord, une mthode spcialement conue pour lAmrique du Nord et centre
sur les ralits nord-amricaines Patuano, CLE International (CP-PC)
E9 Music and Movement in SL Teaching Children Rose
E10 Implementing Collaborative Internet-Based Project Work in the Language Classroom Vazquez
Mario

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

E11 Reinhard Mey - ein Lied fr alle Flle Pietzsch


E12 Projektarbeit IM DaF-Unterricht Prez
E13 I Dont Know What Youre Saying, Mummy! Plurilingual Families in a Monolingual Environment
Little / Promoting Plurilingual and Pluricultural Competences in L2 Classrooms: Making Space for
Learners Own Languages, Culture and Traditions LEnfant (DP-PD)
E14 Using Poetry in the ESL Classroom Parks
E15 Live Focus Group and New Core FSL Resources for Grades 7 and 8 from Pearson Canada!
Rees, Pearson (CP-PC)
E16 C-ECML Symposium CELV-C Potentiel des apports plurilingues et transnationaux dans les
contextes professionnels et dapprentissage Piccardo
18:00 20:00
Reception / Rception

Saturday March 28 / Samedi 28 mars


Plenaries / Plnires
09:00 09:50
PL-3 Ldition transmdia Canop, un modle francophone de ressources ducatives Le Drau
PL-4 On Being a Language Teacher in a Globalized World: Perspectives, Practices, Positions Byrnes

Sessions: Block F / Sances : Bloc F


10:00 10:50
F1 Comment dvelopper la littratie critique chez les lves de la 9e la 11e anne Lvesque,
Chenelire ducation (CP-PC)
F2 Autism Students Finding Success in FSL Classrooms: An Inclusive Teachers Journey in Creating a
Successful and Compassionate Learning Environment for All Hay (DP-PD)
F3 How the CEFR and the DELF are Reshaping FSL Culture in Ontario Cousineau
F4 Oral Language Development, with iPads, in the Core French Class Bouillon
F5 Flipping for French! Nash
F6 Providing ESL Courseware Anytime Anywhere Anyplace Harper / Camp Merveille A Journey in
Inquiry-Based Learning Humber (DP-PD)
F7 Wire Your French Classroom for Success with CECs Unique Technology! George, CEC Publishing
(CP-PC)
F8 Stimuler la motivation et lengagement dans les cours de FLS : les nouvelles technologies comme outils
de cration et de collaboration Anthony / Apprendre lire avec plaisir Guedova (DP-PD)
F9 Designing Differentiation for Second Language Learners Arnett
F10 Introduction to Teaching Proficiency through Reading and Story-Telling Metcalfe
F11 Fachunterricht in der Fremdsprache: ein Methodenhandbuch zur Lehreraus-und fortbildung
Geiger-Jaillet

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

F12 Is That Really Funny? Humor in North America and Germany... and in Language Classes
Broeckelmann
F13 Notes from the Jungle A Review of Using Customized Game-Based Learning in a Real Classroom
Gibson
F14 La classe inverse dans lducation postsecondaire : mes expriences, succs et dfis comme
professeure danglais en langue seconde Auger
F15 Mediation and Second Language Learning Piccardo
F16 Connecting, Communicating and Collaborating: Using Video Chat and the CEFR to Get Your Students
Talking Robertson, B.

Sessions: Block G / Sances : Bloc G


11:00 11:50
G1 Une enqute en FLS Feghali
G2 Beyond the Language: A Content and Language Integrated Language Approach in Daycares
Ortega / Pluralistic Approaches at Preschool: Developing Childrens Communicative Skills through
Plurilingualism Coelho (DP-PD)
G3 The Affordances of Twitter in Language Learning Johnson
G4 Action-Oriented Tasks Aubin
G5 Autonomy in Action: Supporting Learners as Owners of Their Own Learning Kristmanson
G6 A Dozen Ways of Using Songs Gulliver
G7 Learning to Code across the Curriculum Boulanger
G8 CECR : passer de la thorie la pratique Morin
G9 Rigodon Clbrons! The Culture of French North America for the Classroom Haddad, Rigodon
(CP-PC)
G10 Interdisciplinary Studies: Redefining the Teaching of International Languages Silva
G11 Ein Vierteljahrhundert danach: Ist die deutsche Einheit noch ein Thema fr junge Deutschlerner?
Petermann
G12 Blended Learning in German Language Lessons in Italy A Real Added Value? Pugliese / The
Interaction between Grammar, Prosody and World Knowledge as a Strategy for a Better Learning of
the German as a Foreign Language Winkler Pegoraro (DP-PD)
G13 Daily 5 Al-Hallis
G14 Supporting Reading Comprehension, Metacognition, and Theory of Mind in Emergent Readers and
Second Language Learners through a Wordless Literature Handbook Quintiliani / Making Language
Learning and Metacognitive Thinking Visible with the Use of Mobile Technologies Pellerin (DP-PD)
G15 Screening Languages: courts-mtrages in the Foreign Languages Classroom Lawes
G16 Across Languages in Immersion: Maintaining Focus on French While Promoting Connections to Other
Languages Thomas, R.

Sessions: Block H / Sances : Bloc H

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

13:00 13:50
H1 Lexploitation didactique de squences vido numriques dans lenseignement du FLE. Mthodologie
des cours en ligne : dimensions linguistique et culturelle Berger
H2 Virtual International Exchange Program: An Authentic Approach to Language Learning Markslag /
Using eTandems Most Effectively: Results from LinguaeLive.ca International Learners Surveys
Ortibus / Smart Educational Autonomy through Language Learning (SEAGULL) Program and
Projects Thomas, C. (PS-SS) (ends at 14:20 / se termine 14 h 20)
H3 A Cross-Curricular Approach in French Immersion Robertson, C.
H4 Getting REAL and AUTHENTIC in the French Classroom Langlois, tienne (CP-PC)
H5 Geopolitical Changes in Europe and Foreign Language Teaching: the Case of Hungarian Higher
Education Czeller / Policy in Practice: Ethnography of Language Policy in a Multilingual Context
Khan / Foreign Language Teaching Policy in Estonia: Advances and Concerns Peterson (PS-SS)
(ends at 14:20 / se termine 14 h 20)
H6 The Advantages of Using L1 and L2 in the L2 Classroom and Possible Implications Lacroix (PS-SS)
(ends at 14:20 / se termine 14 h 20)
H7 Une bonne transition pour moins dattrition Brun del Re / To Continue or Discontinue? Studying
Student Motivation and Attrition in Core FSL in Ontario Arnott (DP-PD) (ends at 14:20 / se termine
14h20)
H8 Voices from the Tundra Od Film screening: Dr. Cecilia Od will be present to make commentaries
and to answer questions (ends at 14:20 / se termine 14 h 20)
H9 Using iPads/ Cell Phones in the FSL Classroom Bass
H10 Second Language Teaching Revisited: The Neurolinguistic Approach (NLA) Netten / Evaluation of
the Neurolinguistic Approach for FSL with First- and Second-Year University-Level Chinese Students
Germain / Improving Oral Proficiency of Adult Learners of Spanish as a Foreign Language through the
Neurolinguistic Approach (NLA) Payeras (PS-SS) (ends at 14:20 / se termine 14 h 20)
H11 Das die wird der? (Teacher Collaboration to Improve Student Success) Schnemann / Mrchen im
DaF-Unterricht: Kreativ, Innovativ und Multimedial (Fairy Tales in the German Classroom: Creative,
Innovative, Multimedia) Esa (DP-PD)
H12 Deutsch im Konzert der Fremdsprachen in Brasilien: Die Rolle von ABraPA in der Sprachenpolitik
de Carvalho / Derzeitige Trends im tschechischen Bildungssystem mit Akzent auf der Fortbildung von
Grundschullehrkrften Mllerov (DP-PD)
H13 Up, up, and Away: Exploring the Impacts of a Short-Term International Teaching Practicum in Hong
Kong Chow / Critical Dialogues: Exploring the Nature of Becoming a Language Teacher through a
Virtual Learning Environment Samac / Minoritized Linguistic and Cultural Identities in South
Korea Song (PS-SS) (ends at 14:20 / se termine 14 h 20)
H14 BCATML iPad Inquiry Project: Bringing iPads to the Language Teachers of British Columbia
Griffith-Zahner (ends at 14:20 / se termine 14 h 20)
H15 CCERBAL Symposium CCERBAL Cls technologiques de la russite en immersion Knoerr (ends
at 14:20 / se termine 14 h 20)
H16 CCERBAL Symposium CCERBAL Working Together to Understand Each Other: La culture des
autres, grce aux autres Thibault, L. (ends at 14:20 / se termine 14 h 20)

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Sessions: Block I / Sances : Bloc I


14:30 15:20
I1 Simulation globale Bakoucheva
I2 Cross-Language Teacher Collaboration: Promoting Student Identities as Emergent Bilinguals and
Agents of Social Change Chu Lau / Fostering Cross-Cultural Understanding and Multilingualism in
Future Classrooms: Experiences of Language Teacher Candidates in an International Internship
Culligan (DP-PD)
I3 Using QR Codes Motivate Students Lisi
I4 Classroom Management-Strategies to Maximize Student Engagement Galea
I5 Assessment to Inform Instruction Sandrock
I6 A Portuguese, a Mexican and a Canadian Walk into a Class and Create a Learning Community across
Borders with Digital Tools Dougherty / Blogs for Tandem Language Learning Murray (DP-PD)
I7 Connecting Language and Culture in the FSL Classroom Richard
I8 Integration of Mtis and First Nations Culture within the Core FSL Program Ravindran
I9 Action-Oriented Tasks: Theory into Practice Hunter
I10 Information Technologies in the Teaching Processes Gotsiridze, Z. / Electric Mail in Teaching the
Epistolary Genre Gotsiridze, D. (DP-PD)
I11 Multimedialitt im Deutschunterricht Anyidoho
I12 Modern Language Teacher Research Making CPD Sustainable Eberhardt / Applying the Frame of
Critical Literacy to L2 Reading Practices in the Digital Age Anwaruddin (DP-PD)
I13 Prototyping Dual-Delivery Arabic at the High-School Level Perera Prez / Autonomous Learning via
Internet at Universities in China Wei (DP-PD)
I14 Adapting Levels in Content-Based French Classes to Serve Your Students Language Needs Gacich
I15 CCERBAL Symposium CCERBAL Measuring What Counts? Classroom Implications for Assessment
of Interactional Competence and for Self-Assessment Buchanan
I16 CCERBAL Symposium CCERBAL Grammaire, technologie et criture : A Synced Approach
Dansereau
15:30 16:30
Closing reception / Rception de clture

Home / Accueil 9
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Al-Hallis, Georgina; Gauthier Black, Chantal


A Teachers, Halton District School Board

G13 Daily 5
Daily 5 is the literacy management program
Abbey, Leah
created by Gail Boushey and Joan Moser. Daily 5
Teacher, Hamilton-Wentworth District School Board
teaches children independence in literacy by
E5 Theyre Actually Speaking in the L2! instructing students in the skills of Read to Self,
During this workshop, I will share my journey to Read to Someone, Listen to Reading, Work on
improve student achievement in oral Writing and Word Work. Each task is introduced
communication: What prompted my shift in with specific skills that students need to use in
practice and how I was able to implement the order to accomplish the task independently. These
change in my classroom. I will focus on How I get skills are modeled, discussed and referred to
them to speak in the L2 and how I am able to frequently during mini lessons. As tasks are
speak it to them. Although the context will be a introduced the students are given choices of which
Grade 9 Core French classroom, the teacher and order they would like to do each component every
student strategies would apply to any L2 learner. day. While students are gaining independence, the
Strategies that have been effective in improving teacher meets with individual students or student
oral communication will be shared, as well as groups to work on specific literacy skills that they
activities and artefacts that demonstrate student need assistance with. The program takes the focus
work and progress. Emphasis will be places on away from teaching the whole group one task and
CEFR-inspired strategies and links will be made to repeating it in different ways until a skill is
the new FSL curriculum. mastered to evaluating what each student needs to
be successful and coaching them to meet their
7-12 goals.

K6
Abbott, Marty
Executive Director, American Council on the
Teaching of Foreign Languages (ACTFL)

D2-a Building Support for Language Education:


Its Everybodys Business!
This session will focus on building public support
for language education and identify specific
strategies to address the government, business,
and private sectors as well as policymakers.
Resources available to help build awareness about
the critical role that developing languages skills
plays in regard to career and job opportunities will
also be highlighted. The information will center
around the U.S. public awareness campaign, Lead
with Languages, and how participants can leverage
the resources available to use with students and
parents in their local communities.

Home / Accueil 10
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Ambrosio, Laura; Moore, Danile Anthony, Sarah; Fenoglio, Prisca


Universit dOttawa; Simon Fraser University Faculty Lecturers, Universit McGill

D16 Diffuser le CARAP au Canada F8-a Stimuler la motivation et lengagement dans


En 2012-2015, le CELV lanait son programme les cours de FLS : les nouvelles technologies
Apprendre par les langues et parmi les outils de comme outils de cration et de collaboration
mdiation, le CARAP ou Cadre de rfrence pour Quimporte le contexte ducatif, la motivation (et,
les approches plurielles. Ce rfrentiel du CELV au-del, lengagement) est un lment essentiel
sadresse aux enseignants, aux pdagogues, aux toute rflexion pdagogique, puisquil constitue un
formateurs denseignants et aux dcideurs des facteurs qui dtermine le plus fortement les
administratifs et politiques. Ayant pour objectif le performances (Hadfield et Drnyei, 2013 ; Ushioda,
dveloppement des comptences plurilingues et 2012). Quest-ce qui motive les apprenants
interculturelles des apprenants, le CARAP approfondir leurs connaissances et idalement
documente et enrichit la formation didactique des sengager dans leurs apprentissages? Quelles
utilisateurs grce des descripteurs dtaills et stratgies pouvons-nous emprunter pour
des matriaux en ligne, ciblant le dveloppement encourager ce processus chez lapprenant? Par
de comptences rattaches aux savoirs, aux savoir- ailleurs, comment pouvons-nous assurer notre
tre et aux savoir-faire des apprenants. Depuis sa propre engagement comme pdagogues? Dans
conception, plusieurs prsentations de cet outil ont cette communication, nous explorerons des
t proposes dans diffrentes circonstances, stratgies servant motiver et engager les
confrences, ateliers, cours de formation pour apprenants ainsi que les enseignants de FLS au
enseignants et autres. Notre intervention permettra niveau universitaire. Nous verrons combien dans ce
aux participants de se familiariser avec les diverses processus les outils technologiques (TICE) peuvent
composantes du CARAP, et une recherche rcente avoir une place prpondrante. En proposant
permettra de sinterroger sur lintrt et la quelques cas concrets comme des activits avec
pertinence du rfrentiel CARAP dans la Instagram, la cration de balados et la pdagogie
planification curriculaire. par projets nous verrons que lemploi de
nouvelles technologies, dans une dmarche
G crative et/ou collaborative, peut aider stimuler la
motivation et lengagement chez ltudiant ainsi
que lenseignant.

PS / G

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Anwaruddin, Sardar Arnett, Katy; Mady, Callie


ESL teacher, PhD candidate, (OISE), University of Associate Professors, St. Marys College, Maryland;
Toronto Nipissing University

I12-b Applying the Frame of Critical Literacy to L2 B16 Connexions: Meaningful Differentiation for
Reading Practices in the Digital Age Grade 9 Core FSL, Academic and Applied
Attendees will learn about information overload in Want to facilitate meaningful differentiation in your
our contemporary society and its challenges to L2 Grade 9 core French classroom? Come explore this
learners reading practices. This presentation will practical, supportive, and innovative approach that
focus on principles and strategies that may enable allows you and/or your students to choose paths
students to become critical consumers of texts that lead to improved French outcomes. Grounded
written in a second or additional language in the in frameworks, both local and the CEFR, functional
digital age of information overload. language, and authentic, action-oriented tasks,
Connexions offers a variety of prepared
G differentiation supports to accompany all lessons
and language skills. These supports are designed to
provide additional support or challenge as deemed
Anyidoho, Hayford A.
appropriate by the teacher and/or student. In this
Deutschlehrer und OnlineKursraumverwalter und
workshop, Callie Mady and Katy Arnett will show
Fortbildner am Goethe-Institut Accra, Ghana
how to offer more individualized opportunities to
I11 Multimedialitt im Deutschunterricht your students through diagnostic and differentiated
Dieser Workshop wird die Mglichkeit bieten, supports. Teachers will learn how to better identify
verschiedene kreative und interaktive students needs, support their progress, and offer
Unterrichtsformen und Methoden, also eine greater autonomy to their students. Sample
multimediale Unterrichterteilung zu entdecken, documents will be provided to the attendees.
erproben und zu reflektieren. Im Wesentlichen wird 7-12
es darum gehen: Wie der Unterricht mit Powerpoint-
Prsentationen gestaltet werden kann. Lerndidaktiker
sind einig, dass Lerner am besten lernen, wenn sie Arnett, Katy
alle Sinne in den Lernprozess involvieren und dabei Associate Professor, St. Marys College, Maryland
Spa haben. Dieses Ziel will anhand von
unterschiedlichsten Medien und Unterrichtsformen F9 Designing Differentiation for Second Language
erreicht werden. Der Deutschunterricht will nunmehr Learners
multimedial erteilt werden. Auer Powerpoint- This workshop will walk teachers step-by-step
Prsentationen wird der Workshop den Einsatz von through the process of creating and/or adapting
elektronischen Lernspielen, Lern-Apps, Lernvideos, activities to offer differentiated learning paths to
Musik, Theater, Podcasting, Videocasting, und Moodle the students in the classroom. Following a review
entmystifizieren. Im Zuge der Entwicklung neuer of basic principles and constructs of differentiated
Sozialnetzwerke und angesichts der rezenten Flle learning, teachers will also analyze several
von beliebten elektronischen Gerten wie u.a. differentiated activities prior to applying their
Smartphones, Tabletts, sophistischen Mobilrechnern learning to their own activities in the classroom.
(Laptops) muss den Lernern die Chance gegeben
werden, das Deutschlernen in vollen Zgen zu K12
genieen. Daraufhin wird im Workshop der Unterricht
ber WhatsApp, Facebook und Skype besprochen.

Home / Accueil 12
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Arnott, Stephanie; Vignola, Marie-Jose Arnott, Stephanie; Romero, Gloria;


Assistant Professors, University of Ottawa Fairbrother, Michael
Assistant Professor; PhD candidates; University of
D13-b Using the CEFR in Language Teacher Ottawa
Education: A Focus on Portfolios
Recent calls have been made for Canadian CEFR- H7-b To Continue or Discontinue? Studying
related research to focus more on Student Motivation and Attrition in Core FSL in
underrepresented stakeholder groups implicated in Ontario
its implementation, including language teachers-in- Most Canadian students are enrolled in Core French
training (Author, XXXX; Lemaire, 2013). This (CF) a program where French as a Second
presentation will report on the preliminary findings Language (FSL) is taught daily or a few times a
of a study that used surveys and focus groups to week. Presently, more adolescents are dropping CF
examine French as a second language (FSL) when it is no longer mandatory, with retention levels
teacher candidates experiences as they completed in some provinces as low as 3% (CPF Ontario,
an adapted version of The Canadian Language 2008). This presentation will report preliminary
Portfolio for Teachers (Turnbull, 2011) as part of a findings from a mixed-method study examining the
year-long remedial French writing course. motivational profiles of Ontario Grade 9 CF students
Participants reflections on the process of as they decide to continue or discontinue their FSL
evaluating and tracking their competence, as well studies. Implications of this research for pedagogy
as the possibilities and limitations of using and professional development in Canada and
language portfolios in language teacher education comparable contexts will also be discussed.
programs in Canada and other contexts will be
discussed. G

PS
Aubin, Jenny; Bellemare-Perron, Nancy
Teachers, St. Bernadette Catholic School

G4 Action-Oriented Tasks
We will present a CEFR aligned unit with a variety
of authentic action-oriented activities. These
activities will allow students to apply their French
oral language skills in real-life situations. Teachers
will walk away with a variety of ready to use lesson
plans that can easily be implemented in the
classroom.

K6

Home / Accueil 13
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Auclair-Davreux, Marjolaine Auger, Claudine


Doctorante, Universit de Montral Assistant professor, University of Moncton

D10-a Le programme despagnol langue tierce au F14 La classe inverse dans lducation
Qubec : vers une intgration du CECRL? postsecondaire : mes expriences, succs et dfis
Depuis sa parution, le Cadre europen commun de comme professeure danglais en langue seconde
rfrence pour les langues : apprentissage, Vous navez pas assez de temps en salle de classe
enseignement et valuation (CECRL), de et vos tudiantes et tudiants manquent dnergie
nombreuses initiatives ont vu le jour en Europe et et de motivation? Vous aimeriez quelles et quils
ailleurs. Dans le cadre de notre recherche, nous soient plus autonomes envers leur propre
avons, dun ct, analys le programme despagnol apprentissage? Comme moi, vous tes prt
langue tierce du ministre de lducation du inverser votre classe. Avec raison, lutilisation des
Qubec (MELS) afin de vrifier sil intgre les technologies pour inverser sa classe attire
lments du CECRL et de lautre, valu le niveau beaucoup lattention ces derniers temps. Depuis le
europen atteint la fin du programme. Aussi, printemps dernier, je travaille inverser un cours
pour favoriser lutilisation du CECRL par les en entier pour lexprimenter en salle de classe
enseignants despagnol, nous avons conu une pendant les sessions dautomne 2014 et dhiver
grille descriptive associant les lments du 2015. Jaimerais donc partager avec dautres
programme despagnol avec ceux du CECRL. Cette professeurs de langues ce que jai appris jusqu
tude exploratoire prsente une analyse du prsent, mais aussi partager ce que jaurai appris
programme despagnol en lien avec les documents dici la fin mars 2015 au sujet de mon exprience
de rfrence europens (CECRL et Plan curriculaire dune classe en format inverse. Concrtement, je
de linstitut Cervantes) et apporte des pistes me pencherais sur la faon dont cette approche
concrtes pour lvaluation des programmes et des pdagogique fonctionne pour moi en passant par
apprentissages. ses nombreux avantages et dfis.

PS / G PS

Azizi, Esmat
Instructor, Kwansei Gakuin University

A6-b Promoting Learner Autonomy through


Storytelling
This presentation looks at creative writing as a
means to embrace and promote learner autonomy
in EFL teaching. Since creative writing is considered
as an effective form of self-expression in many
fields, even therapeutic for in some situations, its
introduction in the classroom can revitalize the
learning process through learners engagement and
self-expression. My observation and the results of
this study show that the majority of learners have a
more positive attitude towards creative writing
because it allows them the freedom to experiment
with their new language and express their truer
selves in the process.

Home / Accueil 14
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Bass, Stephanie
B Teacher, Hamilton-Wentworth District School Board

H9 Using iPads/ Cell Phones in the FSL Classroom


There is a technology push in education to best
Bakoucheva, Elena
meet student needs in the changing classroom.
Professeure, Toronto District School Board
However, much teacher training has been
I1 Simulation globale dedicated to math and English literacy, but often
La simulation globale une nouvelle technique dedicated FSL teaching strategies to incorporate
dapprentissage et ludique qui ne laisse pas les this technology are lacking. The use of tablets
lves rester passifs. Cest une approche crative, (specifically iPads) and cell phones in the FSL
motivante et interdisciplinaire qui donne du sens classroom can transform the L2 class into an
lapprentissage et permet denseigner la culture engaging and authentic place to learn French. This
francophone. La simulation globale peut tre workshop aims to provide teaching strategies and
applique aux niveaux diffrents de la langue : le concrete lesson examples to incorporate iPad and
franais cadre et limmersion franaise. Il sagit de cell phone applications as not only a teachers
la transformation imaginaire de la salle de classe en organizational tool, but also as an almost limitless
lieu clos, par exemple, une le, un village, un multimedia tool for student learning and
immeuble, etc. Les lves y deviennent des engagement. This workshop with incorporate a
habitants fictifs et vivent des aventures et des hands-on approach to teaching and learning. It is
situations de la vie relle. Autrement dit, ils le font important that participants bring their own device
comme SI do vient lide de la simulation that they plan to use in the classroom, to most
globale. La simulation globale est conue dans les benefit from the presentation. With specific,
annes 70 en France par Francis Debyser dedicated examples of iPad and cell phone use in
(LImmeuble, Hachette, 1986) et Francis Yaiche the FSL classroom, I hope to inspire and encourage
(Les Simulations Globales, mode demploi, L2 teachers to take the plunge and incorporate
Hachette, 1996). Les participants seront capables these useful devices into their programming.
dutiliser immdiatement cette technique dans leurs
K12
classes. Ils vont recevoir tout le matriel ncessaire
pour son application.

K12

Home / Accueil 15
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Beatrice-Gojsic, Susanna; Knezevic, Carole Beaudin, Andr


Teachers, Hamilton Wentworth District School Directeur, cole dimmersion franaise, Universit
Board Western

E4 Let Them Speak: Strategies That Maximize C1 Lapproche actionnelle : de la thorie la


Student Talk Time in the FSL Classroom pratique. La chanson qubcoise
As language educators, we want to encourage Cet atelier se divise en deux parties : la premire
students to speak in the Target Language. We try partie traitera des principes et des composantes de
to model the use of the language, but often lapproche actionnelle. Nous aborderons la
struggle to have students speak consistently and terminologie relie lapproche actionnelle :
spontaneously in the Target Language. Often we activits, tches, projets, domaines, comptences
are left frustrated when our students continue to etc. La deuxime sera consacre une
refuse to use and engage in spontaneous oral dmonstration (application) dune unit didactique
communication. In this session, educators will learn base sur les principes et la dmarche pdagogique
about a variety of simple strategies that get propose par lapproche actionnelle. Nous
students to talk! In addition, they will learn about a prsenterons une unit didactique intitule La
variety of authentic and engaging culminating oral, chanson qubcoise . Nous avons cr cette unit
reading and writing tasks. Strategies and tasks didactique en respectant les diverses composantes
support the strands of the revised Ontario French prescrites par le Cadre Europen Commun de
Curriculum and the philosophy of the Common Rfrence (CECR) : les comptences pragmatiques,
European Framework of Reference. Educators will linguistiques et sociolinguistiques. Au cours de
not only engage in the strategies but will be cette dmonstration, les apprenants seront invits
provided with a detailed list of strategies, planning participer aux diffrentes tches de cette unit
templates and rubrics to help them to maximize didactique.
student talk time!
7-12 / PS
K12

Beaudoin, Marnie
Consultant, Institute for Innovation in Second
Language Education, Edmonton Public Schools

D4-b Leadership in Languages: Ensuring High-


Quality and Excellent Second Language Programs
There are many existing models to establish language
programs. But once a language program is
established, how do you ensure it continues to thrive
and engage students in learning? Edmonton Public
Schools, with its long history of offering high quality
Immersion, Bilingual and Second Language programs,
has developed an evaluation tool to assist language
leaders, such as school administrators, central office
administrators and lead teachers, to collaboratively
evaluate their language programs. This session will
provide participants with the opportunity to consider
both concrete strategies and big picture strategies to
ensure excellence in second language programming.

Home / Accueil 16
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Benzenati, Majda Berger, Gilles


Teacher, St Hildas School, Gold Coast, Australia Professeur, Maison de Ste Claire, Australie

B9 Put the U in iTunes U H1 Lexploitation didactique de squences vido


In August 2012, the first iTunes U course for Year numriques dans lenseignement du FLE.
12 French was created and the redefinition of Mthodologie des cours en ligne : dimensions
teaching and learning in Languages classrooms linguistique et culturelle
began. This particular course has attracted 747 Le domaine de lducation est en train de prendre
users and the subsequent one 1223 users un tournant important de son histoire grce
worldwide. Many more hundreds have enrolled for linternet et ce quon appelle en anglais E-
free and benefited from the work completed on this learning. En effet, depuis quelques annes on voit
platform. iTunes U App provides students with se multiplier les cours en lignes dans tous les
portable courses and other channels for learning. It domaines que ce soit dans les universits ou dans
enables them to easily access the course in and out les coles. On constate par exemple en Australie
of the classroom using mobile devices (iPhones and que la plupart des universits non seulement
iPads). Evidence has shown that all four macro- enregistrent leurs cours mais, bien plus, proposent
skills of listening, speaking, writing and reading aux tudiants des rsums de cours plutt
have improved since the introduction of iTunes U complets soit dans une prsentation style Power
courses as part of the teaching methodologies used point soit en utilisant la vido. Nous souhaitons
within the Languages faculty and there is no reason proposer une approche hybride interactive du FLE
why you and your students cannot benefit from this en ligne (cours en ligne coupls aux cours en
too. This session will outline, with live examples, prsentiel) en adoptant une mthodologie
how iTunes U is used in the Languages classrooms, actionnelle en essayant de renforcer les quatre
it will also include a quick demonstration on how to comptences chez les apprenants : oral,
create a course using the platform of iTunes U comprhension orale, passage lcrit et lecture,
Course Manager. ainsi quune valuation en ligne afin de venir en
aide aux professeurs. Nous essaierons galement
7-12
de dfinir les besoins des apprenants et donc des
professeurs en ce qui concerne lenseignement du
FLE en ligne. Notons que pour tre efficace tout
apprentissage en ligne devra pouvoir tre
compatible avec tous les supports : ordinateurs
(Mac ou PC), tablettes, iPad et tlphone (iPhone
ou autres).

7-12 / PS

Home / Accueil 17
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Bessai, Bachir Bill, Urs; Hanna, Faten


Enseignant-chercheur, Universit de Bjaia, Algrie Education Officers, Ministry of Education

A8-a Langue franaise et diversit linguistique en D9 Go Digital! Supporting FSL through Digital
Algrie Resources
Notre communication propose lanalyse Join us to explore Blended Learning in Ontarios
sociolinguistique dune situation bien spcifique de elementary/secondary FSL classrooms (a
contact de langues et de cultures en Algrie, celle combination of face-to-face classroom time with
de la ville de Bjaia. Cette ville subit aujourdhui the teacher, and online learning at school and/or
linfluence des autres villes dans la mesure o home) and e-Learning opportunities in Ontarios
beaucoup de gens viennent sy installer. Partant secondary schools. Discover more about the
donc du constat que la ville de Bjaia se caractrise provincial, K-12 Virtual Learning Environment
plurilinguisme qui va du berbre (avec toutes ses (learning management system) and how it provides
varits), larabe (scolaire et dialectal) en passant tools and products within a safe and secure
par le franais et mme langlais. Il nous semble environment for students to create, collaborate,
intressant de comprendre comment cette communicate and share their learning. Learn about
coexistence de langues se gre dans ce contexte the Ontario Education Resource Bank as well as the
urbain. En effet, notre contribution tentera de wide array of FSL Ministry Provided Digital
dterminer les statuts et les fonctions des langues Resources available.
utilises par des lycens issus du milieu urbain
bougiote et de rechercher une explication au K12
fonctionnement des domaines demploi des langues
en Algrie en faisant la part des reprsentations
sociolinguistiques. Les rsultats de notre enqute
constitueront ainsi lessentiel de notre contribution
ce congrs.

Home / Accueil 18
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Binti Hamzah, Nurul Huda Bouillon, Chantal; Quinn, Paulette


Postgraduate student, Newcastle University Teachers, PVNCCDSB

C2-b Chetti Malay Language F4 Oral Language Development, with iPads, in


This research sets out to examine the issue of the Core French Class
language shift and cultural aspects among a As seasoned Core French Teachers, engaging
community of Chetti, in the context of Chetti Village students to speak in French is often a struggle.
in Melaka (Malacca). This community exists circa However, 21st century learners will be more apt to
1414 Century after the arrival of the Hindu speak in French with the interactive nature of
merchants from the Coromandel Coast in Southern technology, which is engaging and interactive. With
India (Asmah Haji Omar (2004), in particular the the adoption of the CEFR, oral communication is at
Tamils and gave rise to the Chetti community the forefront of the French as a Second Language
through inter-marriage between the group and the program. Technology enables dynamic media such
local Malay women, Chinese, Javanese, and Bataks, as audio, video and interactive software to engage
creating a new community. Since then, the Chetti students in the Core French program. It also
community inclines to adopt Malay culture, and enhances student confidence. Students learn best
went through assimilation and amalgamation through creating content and need collaboration,
experienced by these peoples over the years had authenticity and child-centric tasks to be fully
cause them no longer maintain their culture. Shift engaged in their instructional setting. By
not only occurred on the cultural aspects, but the integrating iPad technology, we believe that
language aspect also exhibits the same condition. students will gain confidence and a positive attitude
This study is to explore the current ecology of towards oral language. This project will be
Chetti Malay Language (CML) among this minority completed during the 2014/2015 year using a TLLP
community in Malaysia. It also explores the grant from the Ministry of Education, with goals,
functions of Chetti and attempts to describe the methodology and resources specifically outlined in
current state of language through formal and our application.
informal analysis, for instances, the speech in use,
at levels of both grammar and discourse. This is K12
largely an ethnographic study; a survey and
unstructured interviews conducted through
qualitative methods between the researcher and Boulanger, Diane
the Chetti informants. Findings and propositions Teacher, Peel District School Board
will be presented based on patterns of behavior G7 Learning to Code across the Curriculum
observed formally and informally during the stay in
In order to be relevant, students in the second
Chetti Village, Melaka. This research aims to
language program need to be learning skills that
highlight the questions posed in my research,
will allow them to solve world issues and find
related to language maintenance and adaptation;
employment in the future. Coding is what software
to explore relevant theoretical and methodological
developers, web designers and engineers use to
underpinnings; and to discuss the research
communicate with machines. Coding using
rationale.
Hopscotch with an iPad encourages and motivates
G students to learn a second language and express
themselves across the entire curriculum while
learning a fundamental skill.

K6

Home / Accueil 19
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Broeckelmann, Friedrich Brun del Re, Lucie; Gour, Rochelle


Language Advisor, ZfA, Toronto Teacher, HCDSB; MA student, University of Toronto

F12 Is That Really Funny? Humor in North H7-a Une bonne transition pour moins dattrition
America and Germany... and in Language Classes Our workshop shall present/review data from
Die Zeitung Die Welt berichtete 2011 ber ein various French as a Second Language (FSL)
Umfrageergebnis, nach dem die die USA die elementary/high school teachers in the
witzigste Nation der Welt seien. Und province/GTA/local school board concerning their
Deutschland? - Weit abgeschlagen auf Platz 15. So reflections with regards to the attrition rate of FSL
fragwrdig dieses Ranking ist, so sicher lsst sich students in high school programs. We will also
doch feststellen, dass das Verstndnis von Humor respond to this research question of attrition by
von Land zu Land verschieden ist, dass presenting our contextual analysis of the Ontario
Nordamerikaner und Deutsche nicht ber die Revised 2013 Grade 8 FSL Curriculum and if
gleichen Witze und Sketche lachen. Lassen sich aus possible, the Revised Secondary Program, come
Witzen und TV-Sketchen Rckschlsse auf die available to the profession. Other resources will
Lebensgewohnheiten und Denkweisen eines Volkes include Think Literacy, 2003; The State of French-
ziehen? Und wenn ja: Welche? Komik gehrt in Second-Language, CPF, 2005; Growing Success,
eine Sprachklasse; Nicht allein, um sich mit der 2010, and different courses articles studied for the
Mentalitt der Zielsprache zu befassen, sondern Master of Arts and Master of Education through
auch weil das Lachen motiviert und sozial OISE, U of T.
verbindet. Und Sprachkomik, z. B. Witze, eignet
sich besonders, um Aufmerksamkeit fr sprachliche G
Differenzierung und Bedeutung zu wecken. Der
Workshop befasst sich mit Beispielen, in denen
Komik sprachliches Verstndnis erschliet und
einen Wegweiser zum Verstndnis der fremden
Kultur bildet. Im Hinblick auf die Unterrichtspraxis
konzertieren wir uns dabei auf drei Textsorten:
Witze, Cartoons und Sketche.

Home / Accueil 20
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Buchanan, Catherine; Hall, Carla; Hope, Buchanan, Catherine Elena


Amelia; Jezak, Monika Language teacher, OLBI University of Ottawa
Professors, University of Ottawa
A9-a The Influence of the CEFR on FSL Teaching
I15 Measuring What Counts? Classroom Methodologies in Primary and Secondary Schools in
Implications for Assessment of Interactional BC and on the Preparation for the DELF
Competence and for Self-Assessment This presentation will be based on a study written
This symposium features developments in second earlier this year of teachers reflections on the
language assessments at the Official Languages implementation of the CEFR within the British
and Bilingualism. First, we will discuss their work Columbia French as a Second Language (FSL) Draft
on test task analysis, focusing on the features of Curriculum of 2011 even though this curriculum
interactional competence that are tapped in was not adopted and on their preparation of
different speaking test tasks and on the application students in the writing of the Diplme dtudes de
of a checklist as one method of test task analysis. langue franaise (DELF). It will also give the broad
Continuing on the theme of interaction, we will strokes of French as Second Language programs in
highlight the dynamics and challenges of creating British Columbia and the dynamics that influence it
opportunities for meaningful oral interaction in FLS through the voices of various stakeholders be it
classrooms at the A2-B1 level and will review teachers, academics, language coordinators or the
evaluation grids such as the Canadian Language BC Ministry of Education. And it will describe the
Portfolio for Teachers (Turbull, 2011) that measure political processes that have caused the rejection of
accuracy and communicative success the self- the 2011 British Columbia FSL Draft Curriculum. It
assessment grids. Finally, we will outline some will conclude with a discussion followed by a series
work done in house on the development of an FLS of recommendations for provinces who wish to
self-assessment tool reflecting the Canadian implement the CEFR.
Benchmarks framework and leading towards a
Canadian Language Portfolio for the adult 7-12 / PS
immigrant population.

G Burke, Stphanie; Foisy, Cleste


Enseignantes, Chignecto Central Regional School
Board; Cape Breton-Victoria Regional School Board

D15 Dvelopper loral : dis-moi pourquoi?


tes-vous la recherche dune manire
dencourager et daugmenter la communication
authentique et la production orale dans votre salle
de classe? Venez explorer comment mieux outiller
vos lves parler. Cet atelier prsentera des
stratgies pratiques bases sur lapproche
neurolinguistique ainsi que des activits interactives
pour promouvoir la langue orale.

K12

Home / Accueil 21
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Byrnes, Heidi
Georgetown University C
PL-4 On Being a Language Teacher in a
Globalized World: Perspectives, Practices, Positions
Camacho Vsquez, Gonzalo
In this talk I will link some of the themes of the Professor, Universidad del Tolima, Colombia
conference to three areas (out of many more!) that
are symptomatic for what it means to be a E6-a Challenges of the B.A. In Language
language teacher in a globalized world. I will Teaching Curriculum at Universidad Del Tolima in
explore (a) the students we are now teaching in the Implementation of a Task-Based Approach
relation to the norms toward which we are The aim of the session is to present the results of a
teaching; (b) teacher-led classroom discourse as conducted research by English Didactics Research
striving to foster L2 development while reflecting Group at Universidad del Tolima. The study shows
deeply held teacher beliefs and values; and (c) the challenges in the curriculum of the B.A. in
positions teachers take on in relation to larger Language teaching that need to be assumed when
educational frameworks, with their consequences implementing a task-based approach. Questions
for curriculum and assessment. and notions content in the data collection
instruments are analyzed by using the Logic of
Sense proposed by Gilles Deleuze. The key
question of the analysis is: Most of the times,
teaching is based on the doing, what could
happen if teaching is based on the thinking? The
presentation includes: introduction, methodology
(Collaborative Action Research) the research
problem, data analysis, results and implications. At
the end of the session there will be a reflection
based on provided questions and the audience will
have the chance to share their point of view about
the proposal. Among the resources used are data
collection instruments, technological equipment,
and didactic materials.

Capa, Paula
Teacher, WRDSB

A4 Only Speaking in French? It CAN Be Done!


If I told you that the kids in my classes ONLY spoke
in French, would you believe me? Believe it! In this
workshop I will pass on my tips, tricks and general
methodology for only speaking in French during
French class time. Come and find out what WORKS,
what doesnt... and leave with ideas that will help
you begin immediately!

K6

Home / Accueil 22
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Carol, Rita Choudhary, Asad; Choudhary, Ghazala


Matre de confrences, Universit de Strasbourg- Vice Principal, Calgary Islamic School; Principal,
ESPE Tarbiyah Learning

A16-b La gestion de la diversit linguistique et A13 The Muslim Mind: Embracing Inclusion in
culturelle lcole maternelle en France : laccueil Todays Classroom
des enfants allophones Inclusion is no longer a philosophy or a buzzword,
Peu de travaux portent sur laccueil lcole but a classroom reality. The focus of this session
maternelle de trs jeunes enfants dont le franais will be to discuss some of the Muslim sensitivities
nest pas la langue de la maison. Quelles conditions that exist in our diverse classrooms, and how
dapprentissage leur sont offertes afin quils teachers can better prepare themselves to
puissent acqurir la langue de scolarisation? Cette accommodate the needs of Muslim students by
communication propose dtudier des situations having a proper understanding of the Muslim Mind.
scolaires de plurilinguisme en herbe (Macaire & How do the core beliefs of Islam affect students?
Behra 2014) dans lesquelles les enfants de 3-6 ans How do you deal with Muslim parents? What can
vivent la diversit dans leur rpertoire langagier. and cant Muslim students do? How can we
partir de captations vido dune douzaine de distinguish between the religion and culture?
classes et dentretiens-enseignants, elle explore les Chances are that teacher candidates will have
interactions verbales et non verbales de ces Muslim students in their classroom, so time will be
enfants. Lanalyse ethnomthodologique allocated for a question and answer period to
documente les contraintes de la classe, les usages answer any specific questions about understanding
du langage dans les divers espaces-temps and accommodating Muslim sensitivities!
scolaires, notamment en matire de plus ou moins Certificates will be issued.
grande valorisation des langues, du rpertoire
individuel et des variations des codes et normes G
culturelles de rfrence.

K6

Chan, Wendy; Peck, Lori


Teachers, Durham District School Board

A7 Let Us Help You Bring Your Core French


Classroom to Life!
What are you currently using in your Core French
classroom? We can help you increase student talk
time and bring some life to your current classroom
practices! Through your participation, you will
acquire a variety of activities, resources, strategies,
tasks and ideas to make your class action-oriented,
meaningful and authentic. (Participants are
encouraged to bring a memory stick.)

K12

Home / Accueil 23
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Chow, Natalie; Riches, Caroline Chu Lau, Sunny Man; Kreuger, Elizabeth;
Graduate Student, McGill University; Professor, Juby-Smith, Bonita; Desbiens, Isabelle
McGill University Assistant Professor; Director; Bishops University;
Teachers, Lennoxville Elementary School
H13-a Up, up, and Away: Exploring the Impacts
of a Short-Term International Teaching Practicum I2-a Cross-Language Teacher Collaboration:
in Hong Kong Promoting Student Identities as Emergent
As increasing immigration creates more diverse Bilinguals and Agents of Social Change
classrooms in Canada, attention must be directed This presentation aims to report on the findings of
to teachers support of students immigrating from a year-long university-school research project on
abroad. The option of teaching internationally in the collaboration of a French L2 and English
some teacher education programs encourages Language Arts teacher in the promotion of cross
student teachers to enrich pedagogical strategies language- and content-based goals. Committed to
and increase cross-cultural sensitivity. This critical pedagogy, the two teachers explored the
qualitative study investigates the experiences of issue of childrens rights with their students
eight Canadian teacher candidates specializing in through a range of hybrid literacy (Flores-Dueas,
Teaching English as a Second Language (TESL) 2005; Manyak 2002, 2001) and experiential
who participated in an 8-week teaching practicum learning activities. Students came to understand
in Hong Kong. Data collection methods include pre- what childrens rights are and appreciate the
and post-questionnaires, an online class forum, importance of justice, peace and compassion. Their
student journal entries, and semi-structured inquiry resulted in the publication of their bilingual
interviews. Thematic analysis is the primary form of abecedary about the conventions of childrens
data analysis. Results from this study will provide rights. The book launch offered them a platform to
insight into whether or not participating in an reach out to their community to raise peoples
international practicum boosts teacher confidence awareness of the issue. Using the method of
for educating learners in a rapidly evolving global critical, qualitative action research (Carspecken,
village. 1996; Kemmis, 2001), data collected show
students increased level of bi-literacy engagement,
PS / G empathy and self-efficacy for social change.

Home / Accueil 24
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Coelho, Daniela Cousineau, Denis


English Faculty, Higher College of Technology, FSL Instructional Coach, OCDSB
United Arab Emirates
PL-1 Accrotre la confiance et la comptence de
G2-b Pluralistic Approaches at Preschool: nos apprenants par le biais dun virage
Developing Childrens Communicative Skills through pdagogique et culturel en langue seconde
Plurilingualism Chez lapprenant en langue seconde la confiance
Projects of sensitization to foreign languages, est toujours fragile. Souvent cette inquitude se
starting at preschool, also known as Awakening to caractrise par la peur de lerreur, la peur du
Languages programs, are flourishing around the ridicule, la peur de lincomptence. Une pdagogie
world (Candelier, 2004; Council of Europe, 2014). repense, axe sur la comptence, accompagne
This pluralistic approach is believed to contribute dun processus dautorflexion devrait permettre la
significantly not only to the process of awareness cration dune nouvelle culture en langue seconde
of others, but also to the development of a et de crer un climat o rgne la confiance et o
plurilingual communicative competence in children, lapprenant dveloppera vritablement sa
in an environment where all languages are comptence.
welcome and respected (Beacco & Byram, 2007).
My presentation analyses the results of my PhD How to increase learner confidence and
study carried out with preschool children with competence via a pedagogical and cultural shift in
whom I worked on four foreign languages in an second language acquisition.
Awakening to Languages project. My main Confidence in second language acquisition is
objective was to find out what effects this always fragile. Often this anxiety is characterized
plurilingual approach had on the childrens by a series of fears: fear of error, fear of ridicule,
communicative competence in their mother tongue. fear of incompetence. A redesigned pedagogy,
The results seem to indicate that exposing children focused on skill development and competency-
to several languages can enrich the language based, supported with a process of on-going self-
activities worked at preschool, contributing to a reflection should allow the creation of a new
development of the childrens communicative skills culture in second language. The mission is to
in their first language. create a climate of trust and confidence or where
the learner will fully develop a true sense of
K6 / G competence.

Cousineau, Denis
FSL Instructional Coach, OCDSB

F3 How the CEFR and the DELF are Reshaping


FSL Culture in Ontario
The main purpose of this workshops is to illustrate
how the CEFR and DELF are helping creating a new
learning environment in Ontario classrooms. Since
2009 the CEFR has become a source of research
and the DELF has become common practice at
OCDSB. Major collaboration and transformation at
the teacher level are redefining FSL learning.

K12

Home / Accueil 25
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Culligan, Karla; Kristmanson, Paula Czeller, Maria


PhD Student; Associate Professor; Second Associate Professor and chair, University of
Language Research Institute of Canada, University Debrecen, Hungary
of New Brunswick
H5-a Geopolitical Changes in Europe and Foreign
I2-b Fostering Cross-Cultural Understanding and Language Teaching: the Case of Hungarian Higher
Multilingualism in Future Classrooms: Experiences Education
of Language Teacher Candidates in an As a result of the Bologna Process and Hungarys
International Internship accession to the European Union, teaching and
Focusing on the growth of cross-cultural learning foreign languages get a special attention in
understanding and language awareness, we the Hungarian higher education institutions. This
examine how the experiences of language teacher presentation will focus on the place and status as
candidates participating in an international well as the major elements and the strategies of
internship might contribute to their personal and teaching foreign languages in this area. The range
professional development. Data were collected for of languages offered by the institutions and the
this exploratory case study in three phases pre- undergraduate students motivation for language
internship focus groups, during-internship journals, learning are also examined. Finally, we show that
and post-internship focus groups. Using qualitative the EU has designated language learning as an
analysis procedures, data were coded through important priority and funds numerous programs
reoccurring and common themes. Results reveal and projects in this area and promote student
several emergent themes particular to each of the mobility and intercultural understanding.
phases of the internship as well as some common
themes tying the data together. We discuss the G
cross-cultural understanding and multilingual
attitudes that language teacher candidates may
gain from international internship experiences. We
conclude with implications for teacher educators.

Cunningham, Denis
FIPLV Secretary General, Australia

D4-a Generating Change in the Classroom


After a brief historical overview, a consideration of
some theories precedes a study of current thinking
in Australia. This includes the PEEL (Project for
Enhancing Effective Learning) principles for
teaching and quality learning, good learning
behaviors and the role of ICT. Current research is
used as a premise upon which to reflect on
personal classroom practices, which appear to
work.

Home / Accueil 26
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Dansereau, Marie-Claude; Movassat, Parvin;


D Hamel, Marie-Jose; Slavkov, Nikolay
Professeurs, Universit dOttawa

I16 Grammaire, technologie et criture : A


Danciu, Johanna
Synced Approach
Professeur adjoint, Universit York
Cette communication bilingue prsentera une
C8-b Lapproche actionnelle et lenseignement par approche novatrice pour lenseignement de la
tches dans les cours universitaires de FLS de grammaire et de lcriture dans les cours de FLS et
niveau dbutant-intermdiaire ESL en salle de classe et en ligne. Dans un premier
Dans les cours de FLS de niveau dbutant- volet, un survol des orientations actuelles dans le
intermdiaire, lusage de lapproche actionnelle est domaine de lenseignement de la grammaire nous
parfois difficile. Premirement, les tudiants, ayant permettra de situer les bases mthodologiques de
un bagage linguistique peu dvelopp, ne se notre approche qui sinscrit dans une pdagogie
sentent pas suffisamment laise dans la L2 pour actionnelle et qui encourage les apprenants
accomplir une tche authentique ; deuximement, acqurir des comptences langagires et
ils ont une certaine difficult travailler de manire grammaticales en lien avec des contextes
non-traditionnelle, prfrant parfois les exercices authentiques dapprentissage. Dans le deuxime
typiques de grammaire auxquels ils sont habitus. volet, nous prsenterons des modles de tches
Pourtant, lemploi de cette approche augmente langagires interactives qui exploitent la grammaire
lacquisition linguistique en permettant aux travers les genres textuels. On verra certaines
apprenants de mettre la langue vritablement en technologies qui permettent daccompagner les
pratique. Dans cette communication, jillustrerai apprenants en amont, durant et aprs le processus
lemploi que jai fait dactivits de correction par les daccomplissement de ces tches en ligne. In the
pairs et dun travail dquipe pour crer un projet last part, we will focus on writing and demonstrate
vido dans un cours de FLS dbutant-intermdiaire how to use the online document sharing and
ainsi que les rsultats de cette exprience. Je collaboration capabilities of Google Drive to provide
montrerai comment les diverses tches que les authentic, task-based instruction and feedback.
tudiants ont faites, en classe et en dehors de la
G
salle de cours, ont aid dvelopper leur
autonomie et amliorer leur prcision
linguistique.

7-12 / PS

Home / Accueil 27
WCML Abstracts of Presentations Rsums des prsentations du CMLV

De Abreu, Michelle Dessureault, Julie


Consultant, IISLE, Edmonton Public Schools Formatrice, Cgep du Vieux Montral et Action
Savoirs
E2 Want to Hang Out? How Google Apps
Transformed How Language Teachers Connect and E1 Exploiter un contenu culturel, oui mais... par
Learn lentremise dactivits interactives
Providing accessible professional learning, language Venez dcouvrir diffrentes faons dexploiter un
proficiency development, and networking contenu culturel laide dactivits bases sur la
opportunities continues to be challenging as communication et linteraction. Comment
teachers lives become busier and more transmettre de linformation culturelle tout en
demanding. Learn how Google Hangouts, Google gardant lapprenant actif dans son apprentissage?
Communities and other Google Apps are used in En participant cet atelier, vous dcouvrirez
one school district to nurture flexible, convenient plusieurs jeux-cadres qui peuvent tre adapts
and effective teacher communities of practice that votre contexte culturel. Ces mmes jeux-cadres
are low-stress, collegial and egalitarian. Michelle De pourront galement tre utiles pour dautres types
Abreu learned that you do not have to be an expert de contenus. Des exemples concrets seront
in technology to harness the power of Google, or of galement tirs dun guide pdagogique qui a fait
technology in general, to provide space and time ses preuves, Le Qubec en action, utilis depuis
for second language teachers to make meaningful quelques annes dans des classes de franais
professional connections. langue seconde pour transmettre des
connaissances sur le Qubec de faon interactive.
G Toutes les activits proposes dans ce guide
peuvent tre transformes selon le contexte, et
cest spcifiquement ce que nous allons exploiter
de Carvalho, Geraldo; Richter, Josiane pendant latelier. En rsum, lobjectif de cet atelier
Leiter der Spracharbeit, Werther Institut; Fach- est doutiller en modles dactivits ludiques, de
betreuerin, Instituto Superior de Educao Ivoti, communication orale, et surtout, concrets, les
Brazil intervenants du milieu des langues vivantes.
H12-a Deutsch im Konzert der Fremdsprachen in 7-12 / PS
Brasilien: Die Rolle von ABraPA in der
Sprachenpolitik
Ziel des Brasilianischen
Deutschlehrerdachverbandes (ABraPA) ist es, die
Interessen seiner sieben regionalen
Deutschlehrerverbnde landesweit zu vertreten und
den kulturellen Austausch mit nationalen sowie
internationalen Einrichtungen und Behrden
anzuregen. Zu seiner Hauptaufgaben gehrt es, die
Stellung der deutschen Sprache als eine neben
Englisch, Spanisch und Franzsisch u.a. anerkannte
Fremdsprache im brasilianischen Schulsystem zu
verstrken und den Dialog mit den im Lande
gelernten Fremdsprachen zu frdern. Mit diesem
Beitrag soll errtet werden, was ABraPA derweil
diesbezglich erreicht hat und was sie zur
Verfolgung seiner Ziele mobilisiert.

Home / Accueil 28
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Di Pardo Leon-Henri, Dana Doell, Lesley; Boisvert, Diana


Associate Professor, University of Paris IV La Consultant, French Language Resource Centre,
Sorbonne Alberta; Teacher, Grande Prairie Public School
Division
D13-a Metacognition and Learner Autonomy: The
Learning by Doing Approach to Higher Education B5 Establish a Successful Partnership with France
Language Teaching through Shared Projects
The objective is to encourage the metacognitive How does one effectively apply the action-oriented
skills development of language learners through tasks in a classroom setting and fulfill the can-do
the use of learner autonomy, which can encourage statements of the CEFR through a dynamic,
student motivation and engagement. This study engaging and culturally-rich learning experiences?
involves the creation of an activity, which is task- Consider a partnership with France! Learn about
based and involves preliminary research on behalf one of the first successful twinning projects within
of the students. The students must make an oral a newly-developed France-Canada partnership.
presentation, in the form of a professional scenario. Arranged by the French Embassy in Ottawa in
The role-play involves the active participation of 2013, Northwestern Albertas Core French and
and full interaction with the audience. The method Immersion programs are connecting in practical
is founded on a solid theoretical background as well way with the global community. By developing
as the CEFR. The results are based on a student shared action-oriented projects, students not only
questionnaire, which is distributed to the students participate in real-life exchanges but gain authentic
at the end of the activity. During this activity, the experiences that enhance and motivate their
students work in an independent manner while second language learning. Teachers will learn the
conducting research on the internet. They must steps to take to establish a strong partnership,
write and learn their scripts and they are learn about the challenges, successes and also
encouraged to use props or audio/visual aids have time to explore websites to discover potential
during their presentations. This didactic approach class projects that match Core French, Immersion
can be applied to any foreign language teaching and Intensive Program of Studies, reach cross-
situation or discipline. curricular objectives and enable students to apply
the can-do statements in a very tangible way.
PS
K12

Home / Accueil 29
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Domnguez-Miguela, Antonia Dougherty, Ellen; Coelho, Daniela; Alvarado,


Education Advisor, Embassy of Spain, Ottawa Nery
English Faculty, Higher Colleges of Technology,
A10 La escritura cooperativa en el aula de United Arab Emirates
espaol como lengua extranjera
This session explores how to improve writing skills I6-a A Portuguese, a Mexican and a Canadian
in Spanish through the implementation of Walk into a Class and Create a Learning
cooperative learning strategies. Cooperative Community across Borders with Digital Tools
learning helps students overcome inhibition when The Consortium for School Networking conducted a
they communicate in a foreign language and they study (Lemke & Coughlin, 2009) which found that
become more autonomous and more aware of their educators believe in the significance of digital tools
own learning process. Working in cooperative for teaching and learning; however, their actual use
groups also fosters students creativity and has been quite limited. Conversely, language
responsibility and it improves interpersonal skills educators who integrate digital tools in their
and affective relationships within the group and classrooms facilitate the acquisition of the foreign
between the students and the teachers. The languages, address their students individual
integration of cooperative learning strategies in learning needs, and enhance creativity
writing tasks is based on positive interdependence (Warschauer 2011). Our workshop we will explore
among students who participate and get involved in CALL/MALL digital tools, particularly useful for
the process of writing, revising and editing. foreign language learners, which include samples of
Web 2.0 tools, social media, and iPad apps, so that
K12 / G participants can develop their own plans to
integrate CALL/MALL tools in their individual
language learning settings according to their needs
(Bax, 2008). We will focus mainly on tools that
enhance collaborative work, inviting participants to
bring their own devices and experience several
language learning interactive environments across
borders and languages, as members of our online
Personal Learning Network.

PS / G

Home / Accueil 30
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Duckworth, Sylvia
Teacher, Crescent School, Toronto E
B3 Social Media and Web 2.0 tools in the FSL
Class
Eberhardt, Annelie
The presenter will demonstrate how you can Ph.D. student, National University of Ireland,
effectively (and painlessly) integrate technology in Galway
your FSL classes to increase student engagement.
Various Social Media and Web 2.0 tools will be I12-a Modern Language Teacher Research
explored including YouTube, Twitter, Instagram, Making CPD Sustainable
Vine, blogging and creating online digital student In this session, I will explore the role that
projects. In addition, Sylvia will provide many collaborative enquiry into language teaching
internet links that your students can use right away methodologies can play in teacher professional
to practice their French, including vocabulary development and the improvement of language
builders and interactive eBooks. Il ne faut pas avoir learning in Irish schools. A number of recent
peur de la techno! research and policy reports indicate that second
language teaching and learning in Ireland is fraught
K12
with difficulty and that current levels of foreign
language proficiency of Irish citizens are
unsatisfactory. An educational reform now
envisages changes to course content as well as
delivery with greater emphasis on developing
creativity, innovation, critical thinking and learning
skills. As a result teachers will be challenged to
implement innovative teaching and learning
methodologies. To what extent can collaborative
and enquiry-based classroom research enhance
teaching practice and student learning in the
modern language classroom? The presentation
provides first results stemming from an enquiry-
based research project with teachers of French,
German and Spanish at Irish secondary schools.

K12 / PS

Esa, Mohamed
Professor, McDaniel College, Maryland; Direktor,
American Association of Teachers of German

H11-b Mrchen im DaF-Unterricht: Kreativ,


Innovativ und Multimedial (Fairy Tales in the
German Classroom: Creative, Innovative,
Multimedia)
In der Sektion wird gezeigt, wie einige der
bekanntesten Mrchen der Brder Grimm gezielt
und effektiv in allen Lernstufen eingesetzt und
dabei viele Lernziele erreicht werden knnen.

Home / Accueil 31
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Auerdem werden literarische, filmische und


musikalischen Adaptionen der Mrchen vorgestellt. F
Esa, Mohamed; Cothrun, Keith
Feghali, Natasha E.
Professor, McDaniel College, Maryland; Direktor,
FSL Specialist Educator, Greater Essex County
American Association of Teachers of German
District School Board
C12 Deutsch als Fremdsprache fr MINT-Fcher
G1 Une enqute en FLS
In den MINT-Fchern (Mathematik, Informatik,
Je me demande? Je pense que je sais? Comment
Naturwissenschaften und Technik; auf Englisch
puis-je savoir? Cet atelier mettra laccent sur
STEM: Science, Technology, Engineering, Math)
lenqute par lapprentissage dans la classe de FLS.
besteht sowohl in den USA wie auch in anderen
En utilisant des techniques et des mthodes qui
Lndern ein ungestillter und immer grer
engagent les apprenants du 21e sicle pour
werdender Bedarf. MINT-Deutsch-Initiativen fr
apprendre et partager leurs connaissances avec le
Schulen in den USA (bilingualer Fach-Sach-
monde! Cet atelier fournira des ides, des
Unterricht) sind Schwerpunke geworden, um
techniques et comment faire pour lenseignant
Deutsch im Zusammenhang mit innovativen und
de FLS. Dans cette session, les enseignants auront
gesellschaftlich wichtigen Aufgaben strker in den
la possibilit dexaminer les programmes de FLS et
Mittelpunkt zu rcken. Die AATG hat 2014 ein
divers textes professionnels. Les enseignants seront
Projekt begonnen, um den Stand der Forschung
engags dans des activits, de la technologie et
zum sprachlichen Aus- und Weiterbildungsbedarf
des jeux de rle o ils effectueront des tches afin
von Studierenden, Schlern und Schlerinnen in
doffrir la mme leon leurs lves.
MINT-Fchern und fr MINT-Fcher zu ermitteln,
dabei die unterschiedlichen Kompetenzen US- K6
amerikanischer und deutscher Forschenden und
Lehrenden zu bndeln, um auf dieser Basis neue
Wege sowohl in der Curriculum- und
Lehrmaterialienentwicklung wie in der Lehrer- und
Dozentenaus- und weiterbildung zu finden. 2013
hat die AATG fnf MINT-bezogenen
Pilotartikulationsprojekte in verschiedenen
Schultypen der USA durchgefhrt. Die
Vortragenden werden ber die Ergebnisse dieser
Projekte und Zukunftsplne zur Einleitung von
MINT-Themen in DaF-Unterricht auf allen Ebenen
in den USA.

PS

Home / Accueil 32
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Furmanowa, Valentina
Professor, Mordwinische Staatliche Universitt,
Mordovia, Russland
G
B11-a Das kognitiv-interpretative Model des
Gacich, Sean
kommunikativen Verhaltens im DaF- Unterricht an
Teacher, TDSB
der Universitt (Mordovia Russland)
Realien unserer Zeit, das Erlernen des Deutschen I14 Adapting Levels in Content-Based French
als Mittel der interkulturellen Kommunikation, Classes to Serve Your Students Language Needs
verleihen neue Impulse der Entwicklung der This workshop is designed to address teachers
Sprachwissenschaft und dem DaF-Unterricht. Das challenges with multiple levels of language abilities
erklrt sich durch eine Reihe von Faktoren in French Immersion and Extended French classes
theoretischen und pragmatischen Charakters. Vor at the intermediate and senior levels, particularly
allem ist die Bercksichtigung von Regeln und for core subjects such as History and Social studies.
Normen des kommunikativen Verhaltens im Prozess Going beyond standard Differentiated Instruction
der realen Kommunikation mit den Vertretern (DI) approaches to curriculum, this workshop will
anderer linguokulturellen Gemeinschaft wichtig introduce participants to a variety of strategies for
bzw. Vergleich mit den Normen eigener Kultur. explicit language structure instruction while
Daraus ergibt sich die Notwendigkeit, das addressing content objectives in the specific
kommunikativte Verhalten zum integrierten courses being learned.
Bestandteil im DaF-Unterricht bei der Ausbildung
von Bachelors und Mastern zu Machen. Die Spezifik 7-12 / PS
des kommunikativen Verhaltens ergibt sich an
Hand der komparativen Analyse, denn durch den
Vergleich werden die Besonderheiten zweier oder
mehrerer Kulturen explizit oder implizit
veranschaulicht. Fr die Beschreibung dieser
Spezifik wird das kognitiv -interpretative Modell
vorgeschlagen, dessen Kern der interaktive Kontext
bildet, denn im interaktiven Kontext kommt es zur
Entwicklung und Erweiterung des kommunikativen
Verhaltens auf verschiedenen Ebenen. Im Rahmen
dieses Modells erfolgt das Errtern verschiedener
Diskurs-Typen in der Alltags- oder
Sachkommunikation, bewusster Erwerb
verschiedener Wissenstypen: sprachliche,
kulturelle, interaktionale pragmatische (kognitive
Strategien), Interpretation als Leitmotiv
kommunikativen Verhalten (interpretative
Strategien), Vergleich mit der eigenen Kultur
(komparative Strategien) bzw. Verstndnis und
Bewertung (reflexive Strategien) Die vorbereiteten
Materialien unter dem Motto Erfolgreich
kommunizieren sind auf die Entwicklung der oben
genannten Strategien gerichtet und werden am
Beispiel einiger Lektionen im DaF-Unterricht im 4.
und 5. Semester gezeigt.

Home / Accueil 33
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Galante, Angelica Gauthier, Heather


Ph.D. candidate, OISE, University of Toronto Teacher, WRDSB

A6-a Collaborating across Languages: Using B15 Developing Action-Oriented Tasks for
Language Learners Linguistic Repertoire in English Primary and Junior Core French
as Additional Language Classrooms Using the Ontario Curriculum Services FSL Guide to
In many English as Additional Language (EAL) Reflective Practice (Module 1: Oral Proficiency and
programs in Canada and in other countries, Module 3: The Action-Oriented Approach) and the
classrooms are multilingual, with students from Revised Ontario FSL curriculum, teachers will work
different linguistic backgrounds. Given these in small groups to take a Core French curricular
students already have previous linguistic knowledge expectation and turn it into an action-oriented task
from their mother tongue and/or other languages, with specifics details to differentiate its use in a
this knowledge can be recognized and used to primary vs. junior classroom. Sample activities will
learn new languages. Plurilingual education be shared and analyzed initially to model the
integrates languages within a persons linguistic action-oriented approach, and graphic organizers
repertoire and this integration is activated and will be provided to help teachers with their
stimulated during the process of development of a planning. Videos of some action-oriented activities
new language (Coste, Moore, & Zarate, 2009). in action will be shared to demonstrate possible
Students linguistic repertoires are recognized, implementation and feasibility.
valued and used for the transfer of linguistic and
social skills between or among languages, helping K6
new language learning (Garca & Sylvan, 2011;
Piccardo, 2013). In this workshop, a brief
Gauthier, Maria
introduction to plurilingual education will be
Teacher, Upper Canada College
provided and participants will engage in plurilingual
activities that can be used in EAL classrooms. C3 Toolkits for French: Language Learning
Strategies
G
Language learning strategies (LLS) provide learners
with active tools essential for efficient, autonomous
Galea, Pauline learning leading to greater self-confidence. This
Teacher, DCDSB workshop will offer background ideas behind LLS
and provide an arsenal of practical strategies to
I4 Classroom Management-Strategies to help students learn French more effectively.
Maximize Student Engagement
Do you struggle with managing certain classes? Do 7-12
you have disruptive, disinterested students? Would
you like strategies that will result in students
saying, I love French class!? In this workshop,
you will learn how to structure your schedule, your
lesson plans and your classroom to maximize
student connections, accountability, autonomy and
productivity. You will see how it is possible to teach
French language and literacy, and enjoy doing it!
Whether you are a new teacher or a veteran who
needs a boost, you will benefit from practical,
hands-on ideas and demonstration!

K12

Home / Accueil 34
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Geiger-Jaillet, Anemone George, Sumin; Brezina, Kristy


Universitts-professorin, Universit de Strasbourg FSL Educational Representatives, CEC Publishing

F11 Fachunterricht in der Fremdsprache: ein F7 Wire Your French Classroom for Success with
Methodenhandbuch zur Lehreraus-und fortbildung CECs Unique Technology!
Wir prsentieren ein Handbuch fr LehrerInnen und It is more important than ever before to engage
zuknftige Lehrpersonen von CLIL Deutsch, das our 21st century students with technology that
Anfang 2015 bei P.Lang erscheint. Es richtet sich makes for fun and effective FSL teaching and
auch an CLIL-Ausbilder und DozentInnen gerade learning. MyCECZone, an online multimedia
aus den Sachfachdisziplinen. Das Buch fasst die platform, is a user-friendly all-in-one digital
verschiedenen Anstze, Praktiken und die bookshelf compatible with your PC, MAC and tablet.
langjhrigen Erfahrungen der universitren CLIL- It is your portal to a new and exciting world that
Lehrerausbildung zusammen. Eine Reihe von will bring your classroom to life. Get your students
akademischen Zentren und universitren up and moving with an abundance of videos of
Netzwerken nahmen an der Arbeit dieses Buches teacher and student modelling, songs and dances,
teil, allen voran drei Lnder am Oberrhein: die and interactive whiteboard activities. Create and
Schweiz (Pd.Hochschule FHNW, Le Pape Racine), share notes, documents, hyperlinks and more as
Deutschland (Pd. Hochschule Karlsruhe, your students read and listen to our e-books from
Schlemminger) und Frankreich mit der Universitt the Odysse, Cest parti! and Boomerang
Strasbourg (Geiger-Jaillet). Das Buch gibt Anleitung collections. Discover the rich content of our PD
sowohl auf theoretische Ebene als auch in Bezug resource Lets Talk: Lifelong Language Learning.
auf Unterricht (mit Beispielen von guter Praxis). Come and explore your best choice in digital
Die verschiedenen Sachfachdisziplinen wie Biologie, resources for FSL today!
Geschichte, Geographie, Musik, Bildende Kunst,
Mathematik usw. werden bercksichtigt und mit K12
Unterrichtsbeispielen aus der Primar- und der
Sekundarschulen belegt.

Home / Accueil 35
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Germain, Claude; Liang, Min yi Gibson, Sandy; Ramesh, S.


Full Professor (retired), UQAM; Teacher, South Teacher, The Sterling Hall School, Toronto; CEO,
China Normal University Memarden Inc

H10-b Evaluation of the Neurolinguistic Approach F13 Notes from the Jungle A Review of Using
for FSL with First- and Second-Year University- Customized Game-Based Learning in a Real
Level Chinese Students Classroom
A two-year experiment of the NLA is presented. Since May 2014 Ive used the Memarden system
Results in oral and written production and on the with my French classes. Memarden lets me rapidly
Chinese national test of FSL competencies for two build multi-media lessons and present them to my
experimental classes after one and two years of students as games and other activities. In this
instruction (1 year: n=28; 2 years: n=26) are session Ill talk about what worked and what didnt.
compared with those of two classes (1 year: n=27; Topics covered: Blended learning and the pros and
2 years: n=28) at another Chinese university using cons of creating my own online lessons and games;
the traditional Chinese method. Despite some Flipped classroom using videos and interactive
variations on specific criteria for writing, test results activities; Game-based learning; Student-created
indicate superior performance for the experimental lessons and project-based learning; Social networks
group. These findings tend to replicate those for for language learning; Gaming as assessment.
young anglophone and allophone students (11 or Audience participation is encouraged bring your
12 years old) in Intensive French, the application of opinions and experiences.
NLA in Canada. Contrary to expectations, an
appreciation of the NLA by Chinese students also K6
suggests a tendency for these students to be open
to more interactive ways of learning a foreign
Gormley, Betty
language.
Executive Director, Canadian Parents for French
PS / G Ontario

D2-b Engaging Parents & Students and


Supporting Educators
What parents want and need for their children to
succeed in FSL programs is sometimes very similar
to what teachers identify as critical for improving
their in-class practice, whether it be free access to
more authentic French resources or more
opportunities for professional development. This
workshop will: Build a common understanding of
how to increase parent engagement in FSL and
provide a progress report on the work of Canadian
Parents for French (CPF) to that end; Explore CPF
resources that motivate students to stay in French
to graduation!; and Ask participants to help
prioritize future CPF initiatives that will address the
needs of parents and studentsand support
educators! The workshop incorporates Interactive
group exercise and feedback. Power point
presentation and handouts.

K12 / G

Home / Accueil 36
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Gotsiridze, David; Dolidze, R.; Kajaia, M. Griffith-Zahner, Nancy; Lavrencic, Rome


Professors, I. Javakhishvili Tbilisi State University Teachers, Charles Hays Secondary School; New
(Georgia) Westminster Secondary School

I10-b Electric Mail in Teaching the Epistolary H14 BCATML iPad Inquiry Project: Bringing iPads
Genre to the Language Teachers of British Columbia
The session will present the results of the research The use of technology in the classroom is an
of specific peculiarities of modern electric versions opportunity which no teacher should pass up. But
of epistolary texts and evolution of the epistolary often there are challenges in the way, including
culture as the mirror of the society development. budgetary restrictions and unfamiliarity with
Also, the paper reveals the impact of new semiotic available applications. In this workshop, Rome and
systems on the transformation of epistolary culture. Nancy will explain the beginnings of the BCATML
The stress is made on textual and linguistic iPad mobile lab. Well discuss our goals in forming
peculiarities of the epistolary genre, and the huge the mobile iPad lab, the similarities and differences
changes in the character of the linguistic means in in our approaches in using the lab, and the
computer-based communication, such as distinct applications which we find indispensable in the
orientation on the addressee, varied forms of language classroom. We will illustrate our
address, epistolary language expressing the experiences with iPad applications through the use
linguistic taste of the epoch. of student-created materials. We hope to inspire
other language groups to explore the idea of
PS / G forming their own mobile iPad lab.

K12
Gotsiridze, Zurab; Imnadze, B.; Jagodnishvili,
T.
Professors, Georgian Technical University (Georgia) Grzybowska, Aleksandra
Bibliothque numrique, Centre de la francophonie
I10-a Information Technologies in the Teaching des Amriques
Processes
Modern technological means and innovative B8-b Plus de 3000 livres disponibles en un seul
methods provide wide possibilities for sharing clic!
experience and creative approach to teaching. The Le Centre de la francophonie des Amriques
dissemination of the newest technologies and contribue au rayonnement du fait francophone
computer based forms of communication broadens dans le contexte de la diversit culturelle, en
the possibilities of education, as it enables the misant sur la collaboration entre les communauts
balance of direct and indirect communication in francophones et les francophiles. Pour ce faire, il
teaching. Pros and cons of distant learning: along met en place de multiples actions, programmes et
the overall interest in computer and Internet it is outils numriques novateurs visant lamlioration
important to maintain the time-proved and efficient des connaissances et la participation lAmrique
traditional methods of teaching. Modern francophone. Son quipe vous prsentera la
information technologies as the essential basis of Bibliothque numrique de la francophonie des
interactive teaching methods. Amriques, qui donne accs gratuitement des
milliers de livres et ressources pdagogiques en
PS / G franais.

K12

Home / Accueil 37
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Guedova, Neli
Enseignante, Centre Lartigue, Longueuil, QC H
F8-b Apprendre lire avec plaisir
La mthode Plaisir de lire sadresse un public
Haddad, Andrea
adulte non-francophone et vise combler une
Teacher, TDSB
lacune dans lapprentissage du FL2/FLE,
notamment, le dcodage et la mlodie de la langue G9 Rigodon Clbrons! The Culture of French
franaise. Un abcdaire-syllabaire propose des North America for the Classroom
exercices structurs, systmatiques, progressifs et The intercultural understanding component of the
interactifs sur le dcodage et la prosodie ainsi que new Ontario curriculum is challenging to
des rgles explicites qui veillent la conscience accommodate with few resources available. Yet it is
phonologique et favorisent la fluidit en lecture vital to students connection with language learning
voix haute. Ils ne contiennent que des graphies as a current and life-long goal. Explore the
vues au pralable afin dviter des situations presence of French heritage in North America, and
dchec. Lenseignant et les enseigns sont see how knowledge of the past can influence the
conjointement impliqus dans le processus future of a culture through active participation in
dynamique dapprentissage. Cette mthode tient the traditional arts. Learn how to translate festive
compte des facteurs motif et psychosocial et occasions, music, food, songs and dance into
lhtrognit est perue comme une richesse interdisciplinary classroom activities that create
inestimable. Lerreur est valorise comme une enthusiasm and fond memories for all ages. Also
tape importante de lapprentissage et fait lobjet discover French storytelling through legends that
danalyse, suscitant la rflexion, la collaboration et depart from the modern world of technology, as
le plaisir dapprendre. La mthode est another powerful tool that can spark students
complmentaire et non en antithse, toute autre curiosity and creativity. Many of these activities can
approche en FL2/FL, FLM. be integrated into other parts of the school
curriculum, making French an integral presence in
PS / G
school life. Bring your playing spoons, your dancing
shoes, your appetites and your passports to fun!
Gulliver, Trevor
K12
Associate Professor, Bishops University

G6 A Dozen Ways of Using Songs


As many students enjoy hearing songs in English,
teachers need a wide range of activities to bring
songs into the classroom. In this hands-on
presentation, I will discuss listening and
pronunciation pedagogy and present twelve
activities that teachers can adapt to songs they
might use in their classrooms.

K12

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Halabi, Maha Hamel, Marie-Jose; Lamb, Terry; Breslin,


Lecturer, Sheffield University Sarah
Director, ILOB, University of Ottawa; Professor,
B6-b The Role of the E-Tutors in Promoting University of Sheffield; Executive Director, ECML
Distance Learners Autonomy
This study is conducted in a Saudi University for C16-a The European Center for Modern
those who study English as a second language Languages from a Canadian Perspective
from distance. It aims to develop a framework for The Official Language and Bilingualism Institute
tutors to help their distance language learners to (OLBI) of the University of Ottawa is proud to be
manage and control their learning of the foreign the organizer of this special Canadian-ECML
language at the distance language learning symposium. In this introductory part of the
program. This work is significant because symposium, we will present its aim (dissemination
preliminary literature review shows that very few of results, transfer of knowledge and sharing of
studies have been conducting in this specific field. I expertise) and structure (three 60 min. bilingual
have personally suffered from the total reliance of workshops, five ECLM projects). Then, a description
students on their teachers. The old method of of the European Centre for Modern Languages will
spoon-feeding has been widely applied in most be provided: its structure, activities and resources.
Saudi universities. To achieve my goals, two main It will be followed by an overview of the Official
data collection methods were applied to find out Language and Bilingualism Institute, in which will
the role of the e-tutors in the program and to find be highlighted OLBIs role as the ECML
out how far these tutors allow their distance representative in Canada. Finally, the team of
learners to take control and to manage their Canadian researchers involved in the 20122015
learning of the language. These two methods are: ECML projects will be introduced.
reflective journals and semi-structure interviews.
G
PS

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Harper, Stacy Hay, Lori


Dept. Head, Second Languages, Alberta Distance Teacher, Fredericton High School, NB
Learning Centre
F2-b Autism Students Finding Success in FSL
F6-a Providing ESL Courseware Anytime Classrooms: An Inclusive Teachers Journey in
Anywhere Anyplace Creating a Successful and Compassionate Learning
ADLC is introducing new, online English as a Environment for All
Second Language courses. This is a series of four This presentation will share five years of ongoing
courses that can be taken sequentially, online. The experiential, qualitative research in an inclusive
course resides in a Web-based platform that classroom, using both our language passport
provides interactive learning opportunities for (based on the CEFR) and techniques used in Post-
students. The program addresses listening, Intensive French. I will share how Ive creatively
speaking, reading and writing outcomes using used these two approaches to provide a positive
current, engaging content. Students go through and successful learning environment for students
carefully structured activities that provide them with autism. The presentation will highlight my
with immediate feedback. The interactive content work with two students who have entirely different
includes language games, voice recordings that learning needs and behavioral considerations. One
students compare their speaking activities with went through the Core program and left high
model speakers, video role-play activities, blogs school to study languages at the university level,
and writing practice that allow students to practice while the other is currently learning French through
authentic communication. Teachers wanting to use the Post-Intensive program. This presentation will
the program with their own students can customize share with fellow educators and researchers two
the program to fit the students individual needs by very different experiences that have found similar
adding/adjusting content in the Learning results: a welcoming FSL classroom where autism
Management system with support from an ADLC students learn and succeed!
teacher. Come learn more about how you can
support your English Language Learners at your 7-12
school!

7-12

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Hellal, Farida Hermans-Nymark, Laura


Professor, Universit dAlger Consultant, frameWorks Consulting

B6-a Metacognition and Learner Autonomy B4 Exploring the Use of Language Portfolios in
The averred correlation between academic EFL FSL Classrooms
students performance and use of metacognitive The new Ontario FSL curriculum promotes the use
strategies (Flavell, 1976, 1979, Griffith, 2003, Yang, of portfolios to help students measure and
2007, Ya-Ling, 2008) urges the integration of such document their language learning over time.
strategies in academic EFL teaching in Algeria Having an understanding of: how language
which faces hurdles involving both teachers (other- portfolios are used, how teachers and students
directed approaches, limited use of multimedia respond to using language portfolios, and how
resources) and learners (a utilitarian, passive using language portfolios inform teaching and
approach to English learning, poor access to native benefit students, is beneficial in discussions around
English practice and culture, and the legacy of portfolio development and use. In the 20132014
negative traditional learning habits). My attempt to school year the Niagara Catholic District School
devise and harness a metacognitive approach Board funded a project to investigate the
against the background of international research integration of a CEFR Language Portfolio in 9
and practice through building up students French classrooms across the school board. Join us
metacognitive assets (Chamot 2004) aims at to find out how the insight gained from the study
finding means to foster self-stimulating reflexes enables stakeholders to make informed decisions
and practices (Shimamura, 1994, OMalley and as to how CEFR-based language portfolios can be
Chamot, 1990, Zhang, 2010) as well as the fine-tuned for the new FSL curriculum and can be
motivation, responsibility, self-direction, self- implemented school board wide.
regulation and autonomy (Candy, 1991, Wenden,
1991) that are especially crucial in the language G
learning process (Benson & Voller, 1997, Sheerin,
1997, Zhang ,2010).

PS

Hendry, Linda
Publisher, RK Publishing

C4 A New Resource for Grade 9 Core French? Tu


parles!
Tu parles! is the new resource for Grade 9 Core
French that will lead your students to speak and
interact in French! Infused with the goals of the
CEFR and current pedagogy, our full resource will
provide teachers and students with the triggers and
support materials to make the classroom a rich
centre of communication. Come for a quick
overview of the resource, then the opportunity to
interact with the materials, and one another!

7-12

Home / Accueil 41
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Hoerath, Elizabeth Hunter, Danielle; Piccardo, Enrica


Education Officer, Ministry of Education of Ontario Facilitator, Durham District School Board; Associate
Professor, OISE, University of Toronto
D3 Inspiring Inclusive Practices in FSL
Curriculum and special education policies in Ontario I9 Action-Oriented Tasks: Theory into Practice
are based on philosophies of inclusion and The notion of task is neither new nor peripheral in
differentiation. French as a Second Language is no Second Language Education (SLE): the Task-Based
exception. A Framework for French as a Second Approach has marked a turning point in reflection
Language in Ontario Schools, Kindergarten to upon teaching methodologies and curriculum
Grade 12 outlines benefits of learning FSL and organization. More recently, the CEFR has
includes the guiding principle FSL programs are for revamped this notion through its action-oriented
all students. The release of the FSL Framework, approach. Tasks are a federating tool that allows
intended to strengthen FSL, provides the impetus linking SLE with real-life language use. After
to promote the inclusiveness of all FSL programs, discussing the CEFR notion of task, this
recognizing that all students can learn FSL given presentation will show how action-oriented tasks
the appropriate support. In order to augment can be used to create an environment where
inclusionary practices, this presentation will students live a language through real-life
critically examine some of the current rhetoric and scenarios that are interactive, relevant, and
practices. The presentation is organized as follows: purposeful while at the same time promoting
The Case for Inclusion; Myths and Mixed Messages critical and creative thinking.
that Propagate Exclusion of Students with Special
Education Needs in FSL; and Supporting School K12
Boards and Schools to Improve Inclusive Practices.

K12

Humber, Angeline; Bissonnette, Kelly


Consultant; FSL educator; Greater Essex County
District School Board

F6-b Camp Merveille A Journey in Inquiry-


Based Learning
Follow us on our inquiry-based learning experience
through our Boards first ever French Immersion
Summer Learning Program Camp Merveille. This
was a three week intensive program offered to
almost 50 Grades 1 and 2 French Immersion
students primarily achieving at a Level 2. This
program was developed to improve student
confidence and language skills and to bridge the
summer learning gap for our students. It was also
a great opportunity to engage parents and
community partners to support student learning
and well-being.

K6

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

I J
In der Stroth, Ulla-Ruth Johnson, Stacia
Language Consultant, River East Transcona School Languages Educator, University of Victoria /
Division, Winnipeg Vancouver Island North School District

C11 Musik in Deutschland Deutschland in Musik G3 The Affordances of Twitter in Language


Unsere Schler/Studenten sind von Musik umgeben Learning
und viele beschftigen sich auch in ihrer Freizeit As students incorporate social media devices into
mit dieser. Dies ist der Ausgangsgedanke dieses their daily lives, language teachers need to use
Workshops: es handelt sich um ein Thema, fr das these tools to remain relevant and current in
sich die Lerner interessieren und damit intrinsisch education. Twitter, a platform for microblogging, is
motiviert sind. Die (kurzen) Praxisbeispiele, die hier one such tool that provides numerous affordances.
vorgestellt werden, sollen als Anregung dienen, Using Twitter in language classes is engaging and
SchlerInnen neu zu motivieren, zum Aufstehen motivating; allows for interaction with language
und zum Mitsingen anzuregen und die deutsche and culture beyond the classroom; provides
Sprache mit allen Sinnen zu genieen und auf allen immediate feedback; is easy to use and access;
Niveaustufen zum Einsatz zu bringen. Ebenso soll develops and maintains relationships and
der Vorteil der Musik genutzt werden, community; sets up an ethos of authentic
landeskundliche Inhalte zu transportieren, die dann communication; aids in the development of new
wiederum im Unterricht aufgegriffen warden literacies; and promotes risk-taking. Suggestions
knnen. Nicht zuletzt soll die Kreativitt der and examples for getting started with Twitter will
Workshopteilnehmer angeregt werden, Musik mehr be offered. In addition, examples of curriculum
in den eigenen Unterricht zu integrieren. aligned tweet tasks to CEFR A1-B2 FSL proficiency
levels will be shown and discussed.
K12
7-12

Home / Accueil 43
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Khan, Aziz
K PhD Candidate, The University of Auckland, NZ

H5-b Policy in Practice: Ethnography of Language


Policy in a Multilingual Context
Katada, Fusa
Professor, Waseda University This paper focuses on the process whereby
teachers put into practice the language-in-
D14-b Moraic Linguistic Rhythm in Music education policy in rural primary schools in the
Despite the innate musicality that marks many northwest of Pakistan. The narrative ethnographic
persons with Williams syndrome (WSPs), they have research was carried out in three schools, all
deficiency for visuo-spatial recognition and located in the same area but each following a
computational skills; they encounter difficulties in different language as the medium of instruction
reading Western music notation. However, their (MoI): English the most sought after language,
ability to well comprehend the isochronal sound Urdu the national language, and Pashto the
quality of mora-timed languages of the world native language of the region. Using interviews and
supports the hypothesis that WSPs could potentially observations over a three month period, the study
read musical notation that keeps the note length presents the language perceptions, preferences,
constant and circumvents the addition necessary and practices of two teachers each at each of the
for mental computation. I demonstrates how this three schools. The central aim of the study was to
hypothesis was borne out, which will lead to investigate which languages teachers use for
turning disability to ability that may serve a teaching in the three schools with different MoI,
vehicle for fulfilling linguistic and musical lives of why they make these choices, and what
the affected population. implications their decisions hold for macro-level
language-in-education policy.
K12 / G
G

Kirs, ie
Deutsch-lektorin, Universitt Tallinn, Estland

D12-b Lernen durch Lehren


Viele Lehrende kennen das Gefhl: Es gibt
Unterrichtsinhalte, die man erst dann richtig
versteht, wenn man sie das erste Mal selbst
unterrichtet hat. Warum sollten wir das nicht auch
unseren Lernenden ermglichen? Die Erstellung
und gegenseitige Vermittlung von
Unterrichtsmaterialien aktiviert den Lernprozess
und steigert die Verantwortung eines jeden
Lernerenden fr das Erreichen des gemeinsamen
Lernziels. In meinem Vortrag wrde ich gern
Beispiele fr Das Lernen durch Lehren anfhren. Es
geht vorwiegend um die Erfahrung, die ich als
Unterrichtende bei der Vermittlung von Grammatik
und Wortschatz in den Gruppen von Niveaustufen
A1 B2 gemacht habe.

K12 / G

Home / Accueil 44
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Knoerr, Hlne; Weinberg, Alysse Kristmanson, Paula


Professeures, Universit dOttawa Associate Professor, University of New Brunswick

H15 Cls technologiques de la russite en C16-c Language Descriptors for Migrant and
immersion Minority Learners Success in Compulsory Education
Latelier montrera avec des exemples concrets This particular project of the European Centre for
comment la technologie est utilise pour faciliter la Modern Languages focuses on the language
russite des tudiants dans deux dimensions de competence required in the language of schooling
limmersion en franais au niveau universitaire. in order to achieve educational success. The aim of
Nous dcrirons dabord llaboration et la mise en the project was to develop descriptors for
uvre dune srie de sept balados ancrs dans la curriculum subjects, in particular mathematics and
thorie mtacognitive et la thorie de lcoute en history/civics, that link to CEFR levels in order to
langue trangre prsentant des stratgies raise awareness among educators of the language
dcoute en L2 et des techniques de prise de notes. migrant and minority language learners need to
Nous parlerons ensuite de la collaboration entre perform successfully in compulsory education.
une professeure du dpartement dhistoire et une Through a multi-phase validation process,
professeure de langue, qui a abouti la cration descriptors were developed and threshold success
dune srie doutils : sites Internet, Portail levels were identified for two age groups (12/13;
francophile, parrainage tudiants francophones/ 15/16) for both subject areas. In sum, the results
anglophones. Nous terminerons avec les rflexions indicated that 12/13 year old students need a level
des tudiants concernant limpact de ces divers of language proficiency mirroring at least CEFR
outils technologiques sur leur russite. Les level B1, while 15/16 year old students need at
exemples prsents sont issus du contexte least a B2 level of language proficiency. A report
universitaire, mais sappliquent galement au was written detailing the literature reviewed, the
niveau secondaire. methodology used, the results obtained, and the
implications for pedagogy.
G
G

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Kristmanson, Paula; Lafargue, Chantal Kruithof, Jennifer; Backewich, Mary Beth


Associate Professor; Teacher Associate; University Program Consultant; Teacher; Waterloo Catholic
of New Brunswick District School Board

G5 Autonomy in Action: Supporting Learners as A3 Bridging the Gap between Theory and
Owners of Their Own Learning Practice: Action Oriented Tasks in FSL
One of the key principles of CEFR-based language Most teachers understand the theory of the Action-
portfolio is learner autonomy. Facilitating tasks and Oriented approach and have countless examples of
activities that allow for learners to take ownership what the end-goal should look like. However, many
of their language development can be challenging still ponder what steps to use to get students from
and requires thoughtful and explicit planning on the point zero to the action-oriented task. Our goals in
part of the teacher. Given these considerations, this session are to examine why we are being
CASLT has recently published a resource for asked to use the action-oriented approach, where
language teachers aimed at incorporating the strategies from the communicative approach would
language portfolio and its principles into their be appropriate in leading up to an action-oriented
contexts. The goals of this presentation are: 1) to task, and how scaffolding over several years can be
introduce participants to our action-research intentionally planned to prepare students to
project which was the impetus for our work with succeed. We will use a guided-teaching model to
CASLT related to the language portfolio; 2) to focus plan the steps leading up to an action-oriented
on the Autonomy in Action Toolkit, a document task, and explore how to use the achievement
that includes sample adaptable teaching modules chart in regular assessment. The handouts and
as well as conceptual background to make links examples in this session will be geared specifically
between theory and practice. to the grades 48 Elementary FSL Core, Ontario
Curriculum. Participants are invited to bring a USB
7-12 stick to the session to upload handouts.

K6

Home / Accueil 46
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Kukhta-Jackson, Beverly Kurasawa, Ikuko


Department head/teacher, Hamilton-Wentworth Japanese Language Lecturer, The Japan
District School Board Foundation, Toronto

C7 Engaging Your Core French Students C14-a Exploration and Implementation of CEFR-
This workshop will present strategies and tips to Based Framework for Course Design for Adult
increase the engagement, participation and Learners
motivation of students studying French as a Second In this presentation, we will give an overview of the
Language. The focus will be on practical activities language program aimed at adult learners at the
which follow CEFR (Common European Framework Japan Foundation, Toronto as an example of
of Reference) principles that are easy to classes which use a framework called JF Japanese-
incorporate into daily lessons for secondary Language Standard, developed based on the
students, but which can apply to elementary and concepts supporting CEFR. We will introduce two
immersion students also. The presenter will discuss types of classes implemented with the framework
and demonstrate activities that have been used so far 1) textbook based courses and 2) topic-
successfully in her classes, will incorporate the use based classes. We will also explore the
of technology, and will encourage interaction implementation of the framework for course design
between workshop participants within the large with a topic given as an example to discuss
group and in smaller groups also. Various resources challenges teachers may encounter.
will be used, including curriculum documents, iPad,
published programs for classroom use and teacher J / PS / G
resources and materials she has created or
adapted. Her goal is to provide teachers with
confidence to try some new strategies in their
classes or to re-introduce activities adapted from
past courses and to share their experiences.

7-12

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Lacroix, Stphane; Turnbull, Caroline


L Professeur, Cgep de lAbitibi-Tmiscamingue;
President, CASLT

C6 The Canadian Language Portfolio for Teachers


LEnfant, Julian
Do You Know about The Canadian Language
Academic Services Manager, Saint Marys
Portfolio for Teachers? Join us to explore the new
University, TESL Centre
CASLT (Canadian Association for Second Language
E13-b Promoting Plurilingual and Pluricultural Teachers) tool for assessing ESL skills in an
Competences in L2 Classrooms: Making Space for internationally recognized, comprehensive, and fun
Learners Own Languages, Culture and Traditions manner! Your daily life, language classroom &
In early 2014, I completed a pilot study which professional life as an ESL teacher are all in focus
focused on promoting plurilingual and pluricultural through the Portfolios components. Come
competences in second language classrooms by experience how you yourself and your students can
intentionally creating space in the classroom for get more actively involved in the ESL teaching &
learners own languages, culture and traditions. learning process in a practical and autonomous way
Multilingualism in Canadian Higher Education its used world-wide and it is here for you!
continues to grow and Saint Marys University in G
Halifax, Nova Scotia boasts 30% international
students on its campus. In addition to using a
language other than English in daily life, the Lacroix, Stphane; Chu Lau, Sunny Man;
percentage of international learners using English Coelho, Daniela; Howden, Jim
in their studies is increasing rapidly and the English From various institutions
language classroom has the opportunity to provide
more than simply developing language proficiency. H6 The Advantages of Using L1 and L2 in the L2
This presentation will provide some background on Classroom and Possible Implications
plurilingual competences, the role of L1 in the Policies and practices vary a lot from one part of
language classroom, as well as develop awareness the world to the other. We often refer to optimal,
of pluralistic approaches and FREPA A Framework maximal and exclusive use of the L2 in the
of Reference for Pluralistic Approaches as a tool for classroom; however, many studies seem to show
developing a plurilingual competence. Finally, we that the use of the target language varies
will attempt to illustrate how creating space for tremendously from one person to another. This
learners own languages, culture and traditions can session will include a section on theoretical
benefit students learning English. foundations, the round table per se, and discussion
and question period. Roundtable particpants
G include: Stphane Lacroix (Professor, Cgep de
lAbitibi-Tmiscamingue, Qubec); Sunny Man Chu
Lau (Assistant Professor, Bishops University,
Qubec); Daniela Coelho (English Faculty, Higher
College of Technology, United Arab Emirates); Jim
Howden (Lecturer, McGill University); & Aziz Khan
(PhD Candidate, The University of Auckland, NZ).

Home / Accueil 48
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Lafrance, Myriam Lamarre, Patricia; Prasad, Gail


Department Head, Modern Languages, Pickering Professeures, Universit de Montpelier; Universit
College, ON de Montral; OISE, Universit de Toronto

A2-b Teaching the New FSL Curriculum Using C16-b The Maledive Project
Technological Tips and Tricks A plurilingual approach to education has much to
Are you short on resources to implement the new offer the majority classroom, helping learners
FSL curriculum? Are you looking for easy tips to build on what they bring to the school (the basic
help you revamp your FSL program? In this principle of social constructivism) as well as make
workshop, you will discover 20 technological their experience of language and schooling richer.
resources relating to essential components of the The MALDIVE project aims to move away from
new curriculum: communication, culture, critical prevailing monolingual approaches to majority
thinking, metacognition, and assessment. These language teaching and teacher education,
free resources will help you increase student promoting instead an enriched view of educational
interest, participation, and improve retention. possibility. The pedagogical principle underlying the
Handouts outlining ready-made activities project approaches diversity as potentiality, rather
complementing these resources will be distributed than deficiency. The project builds on the work
to workshop participants. done in the Marille (http://marille.ecml.at/) and
Carap (http://carap.ecml.at/) projects which
7-12 focused on the knowledge, skills and competences
needed to be developed in promoting
plurilingualism in multilingual settings. We will
Lajeunesse-T., Genevive present some of the concrete tools and study
Agente de projets, Francolab, TV5 Qubec modules developed within the Maldive project,
A1 Exploiter la chanson en enseignement du FLS aimed at helping teachers in the mainstream adopt
a plurilingual approach. We will examine how this
travers la plateforme Francolab (francolab.ca) et
European initiative can inspire and support
son nouveau module interactif en lien avec la
Canadian efforts to adopt a plurilingual approach.
chanson, nous prsenterons diffrentes approches
pdagogiques pour exploiter la chanson G
francophone canadienne dans un contexte
denseignement du franais langue seconde. Si
lobjectif de cet atelier est de faire connatre les
nouveaux contenus de Francolab, il permet
galement de donner aux enseignants des ides
dexploitation et de dveloppement dactivits, ainsi
que diffrents moyens dinclure les nouvelles
technologies dans la pratique denseignement.
vocation pratique, cet atelier proposera des mises
en contexte aux enseignants en leur faisant
dcouvrir des modules interactifs en ligne, en leur
soumettant diffrentes activits dveloppes pour
les lves, et en reproduisant des situations de
classe.

7-12 / PS

Home / Accueil 49
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Lamothe, Danielle Langlois, Steven


Executive Director, French for the Future Teacher, Greater Essex County District School
Board
B8-a Inspiring a Passion for French
This presentation will explore the use of H4 Getting REAL and AUTHENTIC in the French
Franconnexion sessions in the classroom or school Classroom
to inspire a passion for French in your French Experience authentic, practical practice of the
second-language students. Developed to be French language using menus, maps, skits, order
adaptable to various levels of language skills, forms, songs, videos, websites, journal entries, oral
grades, and durations, the toolkit provides teachers based activities, games, and more. With the DJ
with the resources they need to deliver a fun, DELF Kit, students use real, every day French to
interactive program that puts the emphasis on fulfil 100% of new Ontario French Curriculum
speaking and practicing French. The panel will considerations and expectations and the CEFR via
consist of 3 teachers who have previously offered an Action-Oriented Approach to learning! Get your
sessions to provide strategies for delivering such a students shopping, interviewing, navigating streets,
session in your school or class. Participants will: meeting new people from all over the world,
Discover why the panelists chose to deliver a discussing opinions and preferences, and more! All
session; Understand what students liked and what activities, evaluation guides, student learning
they didnt; Discuss possible workshop ideas; checklists and grids are done for you and are all
Explore how they might approach developing a correlated to the Ministry Curriculum and the CEFR.
session; and Experience some of the resources This is a LIVING RESOURCE. Your students will
themselves. actually video-chat live and online with other DJ
DELF Kit students and with DJ DELF himself! All
7-12 attendees win prizes just for participating! Sneak
preview at: www.djdelf.com.

K12

Home / Accueil 50
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Lawes, Shirley; Carpenter, Jenny saccompagne galement dune volont


Researchers, British Film Institute dencourager et de favoriser linterdisciplinarit.
Cest pourquoi les ressources proposes par
G15 Screening Languages: courts-mtrages in Canop ont vocation tre utilises dans des
the Foreign Languages Classroom situations denseignements diverses et notamment
The technology that is now readily available in pour les enseignements de disciplines en langue
most schools makes film a much more accessible franaise ou pour lenseignement de la langue
medium for use in the classroom to engage franaise. Cette intervention sadresse aux
learners, to promote effective linguistic and cultural professeurs de franais langue trangre ou langue
learning. This paper reports on past and on-going seconde mais aussi aux professeurs de disciplines
research, currently funded by the London Mayors assurant un enseignement en langue franaise.
Schools Excellence fund. The aim of the research Lintervenant sattachera prsenter un modle
has been to bring short film into the foreign innovant de production de ressources ducatives et
languages classroom to regenerate the content of la stratgie mise en place pour produire les
the curriculum, to develop pedagogical approaches accompagnements pdagogiques permettant de les
and most importantly, to encourage learners to see exploiter dans des contextes denseignement
foreign language learning as an important part of varis.
their education. The distinctiveness of this
classroom-based research is that it engages
teachers in developing innovative pedagogical Ledwig, Eva; Kugler, Ulrike
approaches which harness the potential of Director of the department, Goethe-Institut,
technology and the possibility of developing Montreal; Leiterin der Spracharbeit, Goethe-
communicative competence through the Institut, Toronto
exploration of film as a cultural form. Furthermore,
the project brings together cultural and educational A12 Gut geplant ist halb unterrichtet (part 1)
partners to enhance mutual understanding of our Ziel einer jeden Unterrichtssituation ist es, den
respective fields. Lerner im Lernprozess zu untersttzen und seinen
Lernerfolg zu ermglichen. Der/Die Lehrende trgt
7-12 / G die Verantwortung fr die Gestaltung des
Unterrichts, muss dabei einerseits spontan bleiben,
flexibel reagieren und sich zum Beispiel auf
Le Drau, Gal verschiedene Lernertypen einstellen knnen.
PL-3 Ldition transmdia Canop, un modle Andererseits ist die Qualitt des Unterrichts nur
francophone de ressources ducatives gewhrleistet, wenn dieser gut geplant ist und alle
Oprateur public du ministre franais de wichtigen Voraussetzungen erfllt sind. In diesem
lducation nationale, de lenseignement suprieur Workshop soll ber die Wichtigkeit einer guten
et de la recherche, Canop est un acteur majeur Planung des Unterrichts reflektiert werden, da sie
dans le paysage ducatif franais et francophone. eine Grundbedingung fr guten Unterricht ist.
Porteur dinnovation, Canop dite des ressources
transmdias, qui intgrent systmatiquement une G
rflexion sur les nouvelles pratiques des lves et
des enseignants lre du numrique. A ce titre,
Canop est un acteur majeur du numrique
ducatif qui contribue renouveler et structurer
loffre de ressources pdagogiques autour
dexigences fortes et centres sur les usages.
Soucieux dassurer un continuum pdagogique,
Canop conoit des ressources pour un usage
avant, pendant et aprs la classe. Ce souci

Home / Accueil 51
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Ledwig, Eva; Kugler, Ulrike Lingley, Darren


Director of the department, Goethe-Institut, Professor, Kochi University, Japan
Montreal; Leiterin der Spracharbeit, Goethe-
Institut, Toronto D6-b Issues in Assessing Small Group Oral
Interaction
B12 Gut geplant ist halb unterrichtet (part 2) This workshop will cover issues in assessing oral
Ziel einer jeden Unterrichtssituation ist es, den output in small group interaction among Japanese
Lerner im Lernprozess zu untersttzen und seinen EFL learners. Participants will use rating scales to
Lernerfolg zu ermglichen. Der/Die Lehrende trgt assess three sets of learners. Because teachers
die Verantwortung fr die Gestaltung des interpret rating scales differently, ongoing
Unterrichts, muss dabei einerseits spontan bleiben, calibration of evaluation is important when
flexibel reagieren und sich zum Beispiel auf examining oral proficiency for placement and
verschiedene Lernertypen einstellen knnen. assessment purposes.
Andererseits ist die Qualitt des Unterrichts nur
gewhrleistet, wenn dieser gut geplant ist und alle PS
wichtigen Voraussetzungen erfllt sind. In diesem
Workshop soll ber die Wichtigkeit einer guten
Planung des Unterrichts reflektiert werden, da sie Lisi, Jennifer
eine Grundbedingung fr guten Unterricht ist. Teacher, Limestone DSB

G I3 Using QR Codes Motivate Students


Elementary Core French Teachers are invited to
learn how using QR codes motivate students to:-
Lvesque, Lo-James speak in French- actively listen to a French
Consultant, Chenelire ducation speaker- read in French- write in French. QR codes
are a great tool to have in your technology tool belt
F1 Comment dvelopper la littratie critique chez when using Web 2.0 tools and mobile devices in
les lves de la 9e la 11e anne your Core French classroom. This session invites
Nous allons prsenter des moyens de faire you to interact with authentic student tasks, ask
participer les lves des activits dapprentissage questions to a QR code experienced Core French
visant aiguiser leurs habilets en communication Teacher and walk away with four ready-to-use QR
orale, en lecture, en criture et en littratie code activities for you and your students. FI and
mdiatique, afin quils puissent approfondir, voire MFL teachers are also welcome to attend.
dployer leur littratie critique. Dans un contexte
de communication significatif, les lves sont mis K12
en contact avec une grande varit de textes de la
francophonie canadienne et en arrivent
dvelopper leur sens critique par rapport ces
textes, quils soient lus, vus ou entendus. Leur
pense critique peut ainsi non seulement se
dvelopper, mais leur servir dans tous les aspects
de leur vie personnelle.

7-12

Home / Accueil 52
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Little, Sabine
Lecturer, University of Sheffield M
E13-a I Dont Know What Youre Saying,
Mummy! Plurilingual Families in a Monolingual
Marcel, Faith
Environment Professor, Niagara College, ON
This session reports on qualitative research
conducted in the UK with plurilingual families, C5 Mobile Applications for Motivation and
specifically those families who have no immediate Engagement in Language Learning
cultural or heritage language network to draw Mobile devices are compact toolkits now readily
upon. Through in-depth open interviews and available to language teachers and learners in
narratives, the research explores tensions and many countries around the world. Research has
challenges in the home/school relationship, the begun to show that rich pedagogical techniques
opportunities presented by technology, and the can be achieved on mobile phones (Ally, 2009),
childrens relationship to both the heritage and as a result, the conscientious use of tablets or
language and English. This session will be of mobile phones in the classroom has the potential to
interest to educators working with plurilingual enhance learner interaction and engagement and
families and heritage languages, as well as those increase motivation. The purpose of this
practitioners and researchers seeking to presentation is threefold: to explore and examine
understand pluricultural development in children mobile applications to motivate and engage
growing up without well-established support learners; to explore the functionalities of these
networks. applications and their pedagogical uses in a variety
of classroom settings; and to collaborate and share
K12
resources and ideas for further development and
application of these resources. Participants are
encouraged to bring their own mobile devices in to
explore applications provided in this interactive
technology presentation.

Home / Accueil 53
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Markslag, Laura McFayden, Andrew


Instructor, Open Learning and Educational Support, Teacher, School District 57, Prince George, BC
University of Guelph
A5 Language for Travel An Exciting Secondary
H2-a Virtual International Exchange Program: An Language Survey Course
Authentic Approach to Language Learning The purpose of this session is to introduce a course
Engaging ESL students in the authentic use of that I wrote and had approved in 2007 by my
English can be a difficult task within the constraints Board of Education for the students at my school.
of a classroom. The question then, is how can The purpose of Language For Travel is to expose
teachers provide students with genuine students to new languages and cultures through
opportunities to interact with other English introducing 4 languages in one course. Course
speakers outside the class? Combining task-based information, background, and assignment and
learning with common technology and an authentic project ideas will be provided as part of the
audience, the Virtual International Exchange session. Themes of the course: To learn travel
Program an online cultural exchange between language in the languages taught, and cultural
students in Japan and Dubai encourages EFL appreciation. Implicit purpose: to get outside the
learners to create and exchange information in English box. Ideas: Preservation and promotion
meaningful ways and allows instructors to shift of indigenous languages, language promotion,
their roles from controllers to facilitators of different teaching approaches, teaching against
learning. This presentation will discuss the rationale cultural imperialism, and use of technology.
behind the program, the technical requirements, Students learn the terms: official, indigenous,
the steps required to set up and run the program, heritage, lesser-used, and international languages.
student reactions and overall outcome. They then learn 2 international languages, 1
heritage language, and 1 indigenous language.
G Advantage: This course can be adapted to any
languages as long as one is lesser-used.

7-12 / PS

Home / Accueil 54
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Mercader, Therese Metcalfe, Michelle


Manager, Languages Education, Department of Spanish Teacher, West Vancouver Secondary
Education and Early Childhood Development, School
Australia
F10 Introduction to Teaching Proficiency through
A9-b Reforming Languages Education An Reading and Story-Telling
Australian Success Story This workshop will focus on how to use story-telling
Like many English-speaking countries, foreign techniques to keep classes engaged and using the
languages are not a high priority in many Australian target-language 90% of the time from day one.
classrooms. Foreign languages struggle to be seen Participants will learn about the theory and
by educators and the community as part of principles of language acquisition that support the
Australian students core curriculum. However, in method as well as the three basic steps of the
one part of Australia this changing. In 2011, the story-telling (or story-asking) process. Participants
Government of Victoria embarked on an ambitious will learn through modelling and interaction how to
foreign language reform to reverse a steep decline use these strategies to bring magic and joy to the
in the number of schools providing languages second-language classroom. This is a highly
programs. This presentation will outline this reform interactive workshop where participants themselves
and how it is transforming languages education in will take part in the story creation process.
Victoria. It will focus on: 1) the context of foreign Participants will also learn how using class stories
language learning in a multicultural English- and teaching with comprehensible input can
speaking nation such as Australia; 2) the economic, enhance the teaching of culture while staying in the
cultural and social policy case for change, and how target language at all times even at beginning
the Victorian Government is leading the reform of and introductory levels.
languages education in Australia; and 3) the
innovative strategies underpinning the reform 7-12
program, such as: community engagement;
bilingual education and Content and Language
Integrated Learning (CLIL); language teacher
workforce planning; in-country language immersion
opportunities for students, teachers and school
leaders; pre-school languages education; and
Information Technology supported delivery of
languages education.

Home / Accueil 55
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Mzange, Cline; Lopez Guzman, Pauline Mueller, Katherine


Directrice; Collaboratrice; Tenseignes-tu? Sessional Instructor, Werklund School of Education,
University of Calgary
B1 Tenseignes-tu? : une exprience collaborative
entre enseignants E7-b Intensive French in Calgary: Implications for
La prsentation sappuie sur lexprience FSL and Late French Immersion
collaborative entre enseignants mene autour du This session will provide insight into the
dveloppement du site internet Tenseignes- implications of a study of the Intensive French
tu? . Ce projet initi en 2012 a fait le pari de program in Calgary in 20132014 and in 2014
runir des enseignants de FLE du monde entier 2015. In the study, the improvement in students
autour de deux objectifs : le partage dexpriences metalinguistic awareness was tracked via an online
professionnelles pour un dveloppement des grammatical judgment task and picture description
comptences didactiques et la mise en uvre de task. Classroom observations and student and
pratiques innovantes au service des apprenants. teacher interviews provided qualitative data, and
Notre rflexion sintressera avant tout au travail student results on a test of oral proficiency at the
interne men dans lquipe, la dynamique end of the Intensive French 5-month period and
collaborative et aux outils TIC qui permettent de again 4 months later provided insight into the
proposer des publications rgulires la effectiveness of the approach. In addition, the
communaut enseignante. Dans cet esprit, nous study was extended in both years to an
nous interrogerons collectivement sur les outils examination of the effectiveness of the Intensive
disponibles et les procdures mises en place afin French strategies for the FSL program and to Late
dassurer la prennit dun projet collaboratif French Immersion pedagogy. Results are positive
distance. Nous nous intresserons galement aux for the IF program in Calgary, and show that the IF
rpercussions de cette collaboration professionnelle strategies have enormous potential for application
sur le renouvellement des pratiques de travail in FSL and Late French Immersion pedagogies.
dquipe, en passant par les nouvelles modalits de
formation continue et danalyse rflexive. G

Morin, Philippe
Teacher, Bluewater District School Board, ON

G8 CECR : passer de la thorie la pratique


Le CECR a capt lattention et lintrt de milliers
denseignant(e)s au Canada. Mais entre la thorie
et la pratique, il y a un gouffre. Je vais partager
trucs, astuces et ressources qui vont aider
franchir ce gouffre. Cet atelier vise surtout une
audience denseignant(e)s de franais cadre 9-12.
Par contre, plusieurs rflexions et discussion plus
thoriques vont convenir tout enseignant(e) de
langues secondes.

7-12

Home / Accueil 56
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Muhling, Stefanie Mllerov, Marie


Doctoral Candidate / Teacher Educator, OISE, Lehrstuhl, Pdagogische Fakultt, Universitt
University of Toronto Hradec Krlov, Tschechische Republik

C9-a Teaching to Learn: Advancing Your Own H12-b Derzeitige Trends im tschechischen
Development as a Language Teacher through Bildungssystem mit Akzent auf der Fortbildung von
Mentoring Others Grundschullehrkrften
This workshop will summarize preliminary findings Im Schuljahr 2013/2014 trat in der Tschechischen
from a research project investigating professional Republik ein neues Gesetz in Kraft, das in
learning achieved by FSL teachers through their tschechischen Grundschulen erneut eine zweite
work mentoring pre-service teachers. It will then Fremdsprache als Pflichtfach einfhrte. Mein
provide practical applications for teachers seeking Beitrag errtert die bildungspolitischen
to advance their own professional learning goals in Hintergrnde dieses Schrittes und zeigt die damit
this innovative way. Specific goals to be addressed verbundenen Fragestellungen auf. Welche Chancen
include: increasing student interaction and erhlt Deutsch als zweite Fremdsprache und welche
motivation; and implementing CEFR and new Rolle spielen bei der Umsetzung dieser Novelle die
curricula. Suggestions on finding mentoring Deutschlehrkrfte und deren Ausbildung,
opportunities will also be provided! Workshop Weiterbildung bzw. Fortbildung? Mein Beitrag stellt
participants will: Learn about current research on die gegenwrtigen Situation des schulischen
language teacher development; Discover how Fremdsprachenerwerbs in der Tschechischen
teachers have targeted goals such as implementing Republik vor, in der das europische Postulat der
CEFR and increasing student motivation; Discuss Mehrsprachichgeit eine wichtige Rolle spielt.
practical applications of this research in their own
practice; and Locate mentoring opportunities in G
their region.

K12

Home / Accueil 57
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Murray, Adam Mripeal, Evelin


Lecturer, Miyazaki International College, Japan Teacher/Vice-president, Estonian Association of
Foreign Language Teachers
I6-b Blogs for Tandem Language Learning
Based on previous research that demonstrated the B2-a Language Education and Education of
affective response of students to blogs in the Language
foreign language classroom (Armstrong & Retterer The activity of the national culture societies in
2008; Ducate & Lumicka 2008; Sun 2010) and a Estonia has had two major goals: to keep in touch
preference over traditional writing assignments with the members of fellow nationals and introduce
(Lee, 2010), the author has been integrating blog their language and culture to the people of Estonia.
writing in his EFL classes in Japan. In an effort to Achieving both goals is an important step towards
provide opportunities for authentic communication the establishment of a social network that
with native or near-native users of English, a characterizes an advanced civil society. Currently,
tandem blog project was set up with an American basic education may be acquired in the Estonian
public university. The author will share some and Russian languages in Estonia. In Tallinn Jewish
samples of the dialogues which took place between School, Hebrew and music are taught in the native
the Japanese EFL students and the American language. To organize a comprehensive study
Japanese as a Second Language learners. In program that is also intended for those other than
addition, the results of an anonymous basic school pupils, the national culture societies
questionnaire consisting of 20 statements with are allowed to establish Sunday Schools pursuant
Likert-type scales will be discussed. Finally, some to the Private Schools Act. A Sunday School is an
possible implications and practical suggestions for appropriate form of schooling when the potential
foreign and second language educators will also be pupils are studying in different local administrations
shared. or the expected number of pupils does not meet
the requirements set down in the above regulation.
PS / G The task of educating the members of various
ethnic nationalities living in Estonia is primarily
accomplished by the Sunday Schools run by the
respective national culture societies.

Home / Accueil 58
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Nash, Wendy; Shipton, Maddalena


N Teachers, TCDSB

F5 Flipping for French!


In the spirit of an anytime and anyplace approach
Nlepov, Jana
to learning a second language, this workshop will
Schlesische Universitt Opava, Tschechische
showcase the use of collaborative platforms
Republik
(Desire2Learn/Edmodo) and e-portfolios for Flipped
A11-b Deutsch Lehren Lernen: Das neue Fort- Classrooms in the FSL Core and Immersion
und Weiterbildungs-programm des Goethe-Instituts programs. An introduction to the Flipped Classroom
fr Deutsch-lehrkrfte Erfahrungen aus der will give ideas as to how to provide authentic
Tschechischen Republik language instruction for homework. As
assessment, the E-portfolios which support meta-
Im Wintersemester 2013/14 erprobten wir an
cognition, CEFR I Can statements and student
unserer Universitt im Rahmen eines dort
reflection on personal learning goals will be
bestehenden Fortbildungsstudiengangs Deutsch
displayed as well as a template provided for
fr die berufliche Praxis das Modul 6 von DLL
teachers interested in integrating digital language
(Programm Basis). Mein Beitrag stellt vor, welche
portfolios into their own daily practice.
Chancen sich mit dem Einsatz der innovativen DLL-
Module in der universitren Fort- und Weiterbildung K12
bieten. Deutsch Lehren Lernen (DLL) ist das 2012
weltweit eingefhrte, neue Fort- und
Weiterbildungsprogramm des Goethe-Instituts fr
Deutschlehrkrfte. DLL ist eine kombinierte
Fortbildung, die im Wechsel von kooperativen
Selbstlernphasen auf der Lernplattform Moodle und
in Prsenzphasen an der Universitt bearbeitet
wird. Kern von DLL sind eigenstndig
durchgefhrte Unterrichtsprojekte, die nach
individuellen Fragestellungen analysiert werden.

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Netten, Joan; Germain, Claude Ngo, Thi Thu Ha


Professors, Memorial University of Newfoundland; Professeure, Universit nationale de Hanoi,
UQAM Vietnam

H10-a Second Language Teaching Revisited: The A16-a De lintra linterculturel dans lacquisition
Neurolinguistic Approach (NLA) de la comptence argumentative
The NLA, a new Canadian paradigm for the En langue-culture trangre,
teaching of second languages, conceptualized by lenseignement/apprentissage de largumentation
Netten and Germain (1998), is presently used for savre une des tches les plus difficiles. Dune
teaching French, as well as other second part, cest un savoir-faire qui fait appel des
languages, including the revival of several comptences unissant la comptence linguistique,
indigenous languages, in the school system and dautres comptences cognitive et discursive.
with young adults at university in Canada and in Dautre part, argumenter en langue trangre exige
Asia, and there is considerable interest in South quon se place dans une perspective interculturelle
and Central America. The popularity of this et interpersonnelle parce que tous les discours
approach comes from its success in enabling portent en eux une dimension culturelle et que
students to learn to communicate spontaneously in chaque peuple a ses particularits dans le face--
the second language in an institutional setting. This face de la discussion. Sur le plan de la didactique,
presentation explains the new conception of ma position est quil faut aider les lves
grammar underlying the approach and the comprendre quune culture verbale, plus
theoretical foundations for the learning conditions prcisment une culture argumentative, que ce soit
that enable students to communicate successfully la sienne ou celle de lautre, est un objet complexe,
in both oral and written language while do limportance de vivre la culture cible non
participating in a classroom situation. Data from comme antagoniste mais comme un enrichissement
several experiments over the past 15 years and de sa propre culture. De mme, il faut considrer
suggestions for further research will also be les qualits reconnues aux Vietnamiens dans le
presented. face--face de la discussion comme ayant un effet
positif dans les interactions avec des interlocuteurs
G franais. Il serait alors plus intressant de se situer
dans une perspective, plus positive, de
comparaison des styles dargumentation, des
stratgies dargumentation et dintgrer dans les
dispositifs denseignement de largumentation en
franais la prise en compte des diffrents modes
possibles. Cette communication a pour objectif
dapporter quelques lments de rponse la
question suivante : Que faut-il faire pour que le
discours argumentatif formul en langue cible,
donc en franais, soit un produit interculturel,
contenant en soi des traces particulires propres
lapprenant et tant, en mme temps, lisible par le
locuteur natif?

Home / Accueil 60
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Nkoro, Ihechi Obisike English Profile, but these analyses are not
Department of Foreign Language & Translation particularly accessible to practitioners either.
Studies, Abia State University Uturu, Nigeria Therefore EAQUALS undertook to produce core
inventories of the key content for different levels, in
A8-b Analyse sociolinguistique de lapprenant collaboration with the British Council for English
igbophone du franais langue trangre and with the CIEP for French. The methodology
Le franais sapprend aujourdhui dans beaucoup used to create the inventories and their different
de pays africains y compris le Nigria. Le sections (charts of key text types for listening and
plurilinguisme est un des ralits nigrianes. La reading, of functional, discourse, grammar,
plupart des apprenants nigrians du franais langue vocabulary and thematic content, plus language
trangre est dj bilingue avant leur contact avec examples for each point at each level) will be
le franais. Ces apprenants parlent au moins une outlined. Finally the inventories illustrative
langue autochtone et langlais, la premire langue CEFR-.based scenarios, teaching modules that
officielle nigriane. Ligbo est une des trois langues integrate the elements of the CEFR descriptive
nationales nigrianes parle au sud-est du pays. scheme and the key points listed in the inventories,
Cette tude focalise sur lanalyse sociolinguistique will be presented.
de lapprenant igbophone du franais langue
trangre. On est davis quune bonne
comprhension de la disposition sociolinguistique
de lapprenant savre tre utile car cela aidera
beaucoup lenseignant ou lenseignante mieux
comprendre les problmes sociolinguistiques de
lapprenant. Si lenseignant ou lenseignante arrive
convaincre lapprenant igbophone que les langues
quil pratique dj contribueront son
apprentissage du franais il labordera avec un
grand enthousiasme. Pour raliser notre but le
travail est divis en trois parties savoir
lintroduction, la dfinition des mots-cls et
lanalyse des ralits sociolinguistiques manant de
chacune des langues de lapprenant et du franais.
Ltude montre que le respect des ralits
sociolinguistique de lapprenant facilite
lapprentissage du franais langue trangre dans
un milieu plurilingue.

PS

North, Brian
EAQUALS

PL-2 Making the CEFR Tangible: EAQUALS Core


Inventories for English and for French
The CEFR is theoretically for all users, including
teachers and learners, but being a language policy
document its implications are not always clear to
all. Language content at different CEFR levels is
defined a series of Refrentiels for French and in

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

O'Leary, Christine
O Principal Lecturer, Sheffield Hallam University (UK)

D6-a The Role of Assessment in Fostering


Learner Engagement and Developing Their
Od, Cecilia
Senior Researcher, University of Amsterdam Autonomy: A Social Constructivist Approach
The growing recognition within current educational
C2-a Language Education and Languages of literature that student engagement and motivation
Education are essential to successful learning (Coates, 2006;
Learning and teaching Tundra Yukaghir, an Zepke and Leach, 2010) supports a student-centred
endangered language in a small multilingual approach to Teaching and Learning. Cognitive and
community in Northeastern Siberia. In the village of more particularly constructivist views of student
Andriushkino live eight ethnic groups. The official learning suggest that learners active and
language and language of instruction is Russian, independent/ interdependent involvement in their
the language of communication is mainly Russian own learning increases motivation to learn (Raya
and Yakut, and to a lesser degree the six and Lamb, 2008; Hoidn and Krkkinen, 2014) and
indigenous languages: Even, Tundra Yukaghir, develops their autonomy (Benson, 2011).
Evenki, Chukchi, Dolgan, Nenets. During the Soviet Furthermore, the ability to influence ones own
regime it was forbidden to speak your native learning has been associated with improved
language. Today these languages can be studied in academic performance (Andrade and Valtcheva,
all classes. Language teachers face specific 2009; Ramsden, 2003). The shift to a more
problems with eight ethnic groups speaking student-centred curriculum and the need to align
completely unrelated languages. I study the Tundra assessment with Learning and Teaching practices
Yukaghir language, and during periods of fieldwork (Biggs, 2003) has prompted the development of
attended language classes. There are no qualified new approaches to assessment in all sectors of
teachers, there is hardly any courseware. Teachers education, including higher education. Assessment
use the translation method. Since a few years there for and as learning approaches recognise the role
is limited access to the internet. In my presentation of assessment as a vehicle for learning as well as a
I will sketch some disappointing and promising means of measuring achievement (Gardner, 2012;
perspectives. Nicol and MacFarlane-Dick, 2006). The active use
of assessment in learning necessitates engagement
G both within and outside the classroom. This paper
will examine the use of assessment for and as
learning as a means of fostering learner
Od, Cecilia engagement both in and out of the classroom,
Senior Researcher, University of Amsterdam based on the qualitative analysis of 40
undergraduate students' learning logs as well as
H8 Voices from the Tundra
peer individual and group feedback. It will conclude
Film screening: Dr. Cecilia Od will be present to
with a consideration of the assessment design
make commentaries and to answer questions
principles associated with this approach, and its
G contribution to the development of learner
autonomy.

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Ortega, Yecid Ortibus, Samantha; Sha, Han


MA Student, OISE, University of Toronto Queens University

G2-a Beyond the Language: A Content and H2-b Using eTandems Most Effectively: Results
Language Integrated Language Approach in from LinguaeLive.ca International Learners Surveys
Daycares LinguaeLive.ca is a free eTandem platform
Most of the schools teach a second language available for all instructors. It allows students to
starting in preschool or primary. Many people may connect with peers abroad to practice each others
think that teaching a second language in a daycare languages. In this presentation, we will: introduce
environment may be hard to accomplish, but this and explain LinguaeLive, which now has over a
endeavors is merrier than we think. This 1000 registered users in several countries; present
presentation shows how a content and language our survey results from several language pairings
integrated approach in French and Spanish in a gathered in the last two years; analyze this data
daycare in Toronto has been able to elicit language with an eye to qualitative student feedback and the
from children up to 24 months. While singing, effects of eTandems on learning in various
chanting, dancing and lots of repetition children classroom structures; provide recommendations for
have been learning basic content concepts of math, the most effective uses of eTandems in university
science and social sciences: counting currency, classroom situations based on this data; and
animals homes and the planets. This ECE-CLIL brainstorm with audience members about their
approach may be a starting point to engage, classroom teaching at university, secondary and
motivate and encourage children to learn beyond pre-secondary levels in relation to the possible uses
the language. of eTandems for their pedagogy.

K6 / G G

P
Paniccia, Rosemary
Teacher, Toronto Catholic District School Board

A15 Apprendre agir et parler : le rle de la


justice sociale dans lapprentissage de franais
Dans cet atelier vous allez apprendre, travers des
activits et des exemples concrets, les raisons pour
lesquelles inclure la justice sociale au cours de
franais-cadre. travers des exemples dune cole
secondaire vous allez voir comment la justice
sociale peut tre employe pour motiver les
tudiants apprendre le franais. Avec cette
approche actionnelle et avec le CECR on peut
encourager les tudiants demployer le franais
pour agir dans leur communaut.

K12

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Parks, Philippa Patuano, Laure


Lecturer, UQAM and McGill University Dlgue pdagogique, CLE International

E14 Using Poetry in the ESL Classroom E8 Echo pour lAmrique du Nord, une mthode
Most teachers avoid using poetry in a second spcialement conue pour lAmrique du Nord et
language classroom because they believe poetry to centre sur les ralits nord-amricaines
require high-level vocabulary and an understanding Prsentation de la mthode ECHO pour lAmrique
of complex grammatical structures. In fact, poetry du Nord : Une grande souplesse pdagogique
is an ideal activity for an ESL classroom as most dutilisation; Une mthodologie transparente pour
poems are short, require simple grammatical forms, le professeur et lapprenant; Un grand choix de
and use high frequency vocabulary. This workshop documents (textes, iconographie, audio, vido) et
aims to demonstrate how to use poetry effectively des supports (CD, DVD, site internet); Des vraies
in a second language classroom, encouraging tches et des vrais projets en prise avec la ralit
students to express their experiences and emotions de la classe; Une large place accorde la
while practicing reading, pronunciation and writing. comprhension et la production orale et crite;
Resources cited include David Hanauers Un vritable parcours dvaluation pour le suivi des
Meaningful literacy: Writing poetry in the language apprenants; Une prparation efficace au DELF; Un
classroom as well as various on-line resources. cahier personnel dapprentissage lappui de
chaque leon; Un livre-web, 100 % en ligne, inclus
7-12 dans le livre de llve et le cahier personnel
dapprentissage. Cet ouvrage spcialement conu
pour lAmrique du Nord est largement centr sur
les ralits nord-amricaines. En particulier :
Liconographie; Les dialogues; Le lexique; Les noms
de lieux et de personnes; Les pages culture et
civilisation; Laudio.

7-12

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Payeras, Jessica; Guilln, Ayarid Pellerin, Martine


Spanish Teachers, University of Quebec in Montreal Professor, Campus Saint-Jean, University of Alberta
(UQAM)
G14-b Making Language Learning and
H10-c Improving Oral Proficiency of Adult Metacognitive Thinking Visible with the Use of
Learners of Spanish as a Foreign Language through Mobile Technologies
the Neurolinguistic Approach (NLA) The presentation explores how mobile technologies
Instruction in oral communication in Spanish at the such as MP3 players and tablets are used to make
University of Quebec in Montreal (UQAM) has been language learning and metacognitive thinking
based on individual laboratory exercises, controlled visible to learners and teachers. Findings from an
contextualized exercises and oral conversation ongoing collaborative action research (CAR) project
workshops. In the 2014 spring semester the demonstrate how the oral language supported by
authors initiated a preliminary experiment to the use of mobile technologies renders language
determine how to apply the NLA (Germain, C. & J. learning visible, and promotes learners
Netten, 2012) to the teaching of Spanish and to engagement in a metacognitive process through
evaluate the effects of this change. Results showed self-evaluation and self-regulation of their language
a clear improvement in oral skills and an increase in competencies. The sharing of the online platform
student confidence. This presentation will give the that hosts authentic videos from the CAR project
results of further experimentation in Fall 2014. Pre- will provide pedagogical strategies for teachers and
and post-oral production tests of approximately 100 educators to further promote metacognitive
students will be compared with those of previous thinking processes and new formative assessments
years. Student satisfaction, measured by a short for language learning and teaching in the 21st
questionnaire, will be examined. Examples of the century.
pedagogical and curriculum changes required will
be described and illustrated. G

PS / G
Perera Prez, Lilien
Education Specialist, Calgary Board of Education

I13-a Prototyping Dual-Delivery Arabic at the


High-School Level
This innovative program aims to deliver Arabic as a
second language to students at multiple high
schools concurrently. The teacher works in real
time with students in a face-to-face environment at
a host school, while simultaneously broadcasting to
students at remote sites via videoconferencing.
This program employs multiple synchronous and
asynchronous learning technologies including D2L,
Blackboard Collaborate, video conferencing, Google
Docs and others. Learn about the successes and
challenges of offering second language programs
using innovative technologies to multiple schools at
once.

7-12 / G

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Prez, Vanessa Peterson, Ene; Tender, Tnu


Professor, Universidad Nacional de Colombia Lecturer, Virumaa College of Tallinn, University of
Technology; Advisor, Language Policy, Ministry of
E12 Projektarbeit IM DaF-Unterricht Education and Research, Estonia
Dieser Workshop widmet sich dem Konzept der
Projektarbeit in der Fremdsprachendidaktik und H5-c Foreign Language Teaching Policy in
deren Stellenwert im Unterricht als Frderung Estonia: Advances and Concerns
authentischer Sprachhandlungen und vielfltiger We focus on the purposes and process of the
Qualifikationen/Fhigkeiten. Das Ziel dieses formation of the foreign language teaching
Workshops ist das Kennenlernen von Miniprojekten education policy in Estonia. We give an insight into
und deren Einbettung in die eigene the legal, the socio-democratic and the ethno-
Unterrichtspraxis. In einer ersten Phase widmen wir linguistic context of teaching languages; highlight
uns dem Konzept und den Merkmalen einer the importance of the sustainability of development
Projektarbeit. In diesem Teil lernen die Teilnehmer plans/ strategies and cooperation between different
die Phasen eines Projekts kennen und bekommen institutions. The Estonian foreign language
methodische Anregungen, wie sie eine teaching policy has been formulated in the
Projektarbeit mit ihrer eigenen Zielgruppe planen, Language Act, the Estonian National Curriculum
durchfhren, bewerten und evaluieren knnen. (NC), Development Strategy of the Estonian
Nach einer Diskussion des Mehrwerts der Language, Estonian Foreign Languages Strategy.
Projektarbeit im DaF-Unterricht sollen in Positive developments during the last ten years are
Kleingruppen zielgruppenspezifische introduced (e.g. revising national curricula, relating
Unterrichtskonzepte erstellt, prsentiert und learning outcomes for Estonian as the second
reflektiert werden. language and for foreign languages in accordance
with the CEFR, the development of the Estonian
G version of the ELP, the foundation of the foreign
language teachers umbrella organization,
introducing three options for taking state
Petermann, Wieland
examinations in a foreign language, etc.). Apart
German Language Advisor, ZfA, Germany & Alberta
from that areas of concern are brought out. The
Education
presentation is based on country reports,
G11 Ein Vierteljahrhundert danach: Ist die comparative studies and analyses.
deutsche Einheit noch ein Thema fr junge
G
Deutschlerner?
Young learners of German were born well after the
fall of the Berlin Wall. How much can they still learn
from that turning point in German and European
history? While looking at events of 1989 and 1990,
this workshop will present engaging student
activities which have the potential of enhancing
their vocabulary and consolidating structures
required for talks on history. Current resources
from German media, the internet and from
magazines will be used in the workshop. Finally, we
will discuss ideas for meaningful speaking or
writing activities in which students can relate to
that fundamental moment of German history.

PS / G

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Piccardo, Enrica; Carr, Wendy Piccardo, Enrica; North, Brian


Professors, University of Toronto; University of Associate Professor, OISE, University of Toronto;
British Columbia Consultant-Project leader, EAQUALS

E16 Potentiel des apports plurilingues et F15 Mediation and Second Language Learning
transnationaux dans les contextes professionnels et The notion of mediation is crucial for casting light
dapprentissage on phenomena implying some form of contact
Malgr la prsence de projets innovants dans between the social and the individual. As such, it
plusieurs contextes, la spcificit de lapprentissage has been studied in psychology, pedagogy and the
des langues par rapport aux autres disciplines social sciences. In Second Language Education
scolaires na pas, en gnral, fait lobjet dune (SLE) it has received a special attention in the
attention particulire. Le programme du Centre recent years, especially in relation to the general
europen des langues vivantes (CELV) Learning increase of linguistic and cultural diversity. After
Through Languages sest donn lobjectif de outlining the different interpretations of the term
sensibiliser cette diffrence en adressant mediation and their direct relevance to the
plusieurs facettes de cette spcificit, que ce soit second language classroom as well as to the
sur le plan gographique et des traditions development of intercultural and plurilingual
denseignement, sur celui des contextes competences, this talk will present a Council of
dapprentissage, ou encore sur celui du rle des Europe project aiming at extending the Common
acteurs concerns. Dans ce symposium il sera European Framework of Reference for Languages
question de montrer deux de ces facettes : le rle (CEFR)s 2001 set of illustrative descriptors by
de lapprentissage informel et non formel dans le producing Can Do descriptors specific for
monde de lentreprise et le potentiel dinnovation mediation. In particular the talk will present the
des rseaux professionnels des enseignants. En methodology used for producing mediation
particulier, on prsentera les rsultats du projet descriptors useful in SLE, the validation model and
LINCQ (Les langues dans la qualit des entreprises) process used and their implications.
et du projet LACS (Empowering Language
Networks). 7-12 / PS

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Pietzsch, Ingrid Pugliese, Rossella


Lehrerin, Tallinn/Estland Assistant Professor, University of Calabria, Italy

E11 Reinhard Mey - ein Lied fr alle Flle G12-a Blended Learning in German Language
Der Workshop gibt zunchst einen kurzen berblick Lessons in Italy A Real Added Value?
ber die wichtigsten Liedermacher der ersten It will be shown how blended learning can be
Generation in Deutschland. Am Beispiel von usefully incorporated into traditional German
Reinhard Mey, der seit 1964 ber 500 Lieder language teaching through the use of the PerLe-
geschrieben hat, die ein sehr breites Spektrum von platform. The concept of blended learning will be
Themen umfassen, wird gezeigt, wie man diese Art questioned as a possible added value for the
von Liedern in den DaF-Unterricht einbinden kann. teaching/learning process compared to traditional
Zum Lied Zeugnistag (DSD-Thema: Schule) gibt classroom teaching. The questions are: How does
es Vorschlge und Varianten der Behandlung mit the use of media affect the learning process in the
Arbeitsblttern (HV, LV, Wortschatzarbeit, classroom? Can the use of media-based self-
Textarbeit, Diskussion und Errterung). Am Beispiel learning phases actually promote the acquisition of
des Liedes Eisenbahnballade wird ein Abriss foreign language skills? And if so, what are those
geschichtlicher Ereignisse in Deutschland gegeben. skills, and to what extent is this possible?
Die Teilnehmer knnen selbst Vorschlge zur
Behandlung im Unterricht erarbeiten. Darber G
hinaus wird die Themenvielfalt der Lieder R. Meys
vorgestellt und ausgesuchte Beispiele vorgespielt.

Price, Terry
Course Instructor, McGill / UQAM / UQAT

D5 Teaching Revolution
Faced by the new realities of the 21st Century,
many teachers often feel pressure, frustration and
isolation. Disheartening teacher attrition rates, ever
present social expectations and preconceptions, as
well as the simple truth that many teachers feel
that they lack support on various levels in their
everyday teaching practices, often make for a bleak
outlook in general. Although teaching is a daunting
task under any circumstance, things should not be
so. The time for change is now. We are at a critical
point in the history of education and it is time for
teachers to take the matter into their own hands.
Terry Price invites you to share in the first steps of
a journey, of a Teaching Revolution, that begins
with the most important factor in teaching today,
which is you.

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Q R
Quintiliani, Christina Ravindran, Shaki
PhD Student, Brock University Teacher, Toronto District School Board

G14-a Supporting Reading Comprehension, I8 Integration of Mtis and First Nations Culture
Metacognition, and Theory of Mind in Emergent within the Core FSL Program
Readers and Second Language Learners through a Goal: Integration of Metis and Aboriginal cultures
Wordless Literature Handbook within the Core French program through music and
Wordless books have proven effective not only in art. Methodology: Within the new curriculum there
motivating reluctant or struggling readers, but also is a component of intercultural awareness which
in promoting narrative comprehension, can be explored through art and music. Students
metacognitive language, and theory of mind are somewhat limited with their vocabulary in the
vocabulary in emergent readers and second early years of French acquisition (Grade 4/5/6) but
language learners. A lack of instructional resources through song and artistic mediums, aspects of the
containing explicit strategies for the implementation culture can encourage communication in French as
of wordless activities into classroom practice served well as learning about the rich heritage of the Metis
as a catalyst in the construction of the Wordless and Aboriginal people of Canada. In this session we
Books and Emergent Narrative Development: A will sing aboriginal songs in French, English and the
Handbook for Educators. The proposed original aboriginal language i.e. Wendat.
presentation will include discussion of the authors Participants will observe and create examples of
handbook and its integration into the literacy aboriginal art forms such as beading and weaving.
programming of primary educators as a treatment Resources: Ontario Curriculum French as a Second
condition in an upcoming mixed-methods, quasi Language.
experimental study.
K6
K6 / G

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Rees, Christine; Crandall, Dann Richard, Lorraine


Consultants, Hamilton Wentworth Catholic District Curriculum Consultant, Ontario
School Board
I7 Connecting Language and Culture in the FSL
E15 Live Focus Group and New Core FSL Classroom
Resources for Grades 7 and 8 from Pearson In an effort to acknowledge the interconnectedness
Canada! and interdependence of the global community, this
Pearson Canada is pleased to invite you to a unique interactive workshop will have Language and
session and opportunity concerning FSL Publishing: Culture as its focus. Guiding Questions to frame the
Come and discover Fusion our existing workshop: How do we define relevant and
supplemental literacy and inquiry resource for authentic learning opportunities in the context of
Grades 7 and 8 Core FSL and participate in a live our curriculum? How do we develop intercultural
focus group based on the development work weve awareness and intercultural competence
done on the full Core resource to accompany authentically for our students? How do we
Fusion. This is your chance to learn about Fusion incorporate intercultural understanding and
and, at the same time, help shape the newest FSL intercultural competence with effective practices in
resource from Pearson Canada. Share your insights L2 pedagogy to provide our students with the
and expertise and receive free samples. opportunity to make connections to personal
experiences and their own and other communities?
7-12 Key Messages for Participants: Culture may be
shared effectively though language. Cultural
knowledge can be embedded into effective literacy
practices. Culturally responsive instructional
strategies help us to better know our learners. Each
participant will receive a toolkit of practical
classroom activities with text and digital
suggestions.

7-12

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Robertson, Brianna; Wilson, Tammy Robertson, Cecile


Teachers, SMCDSB Teacher, TDSB & Ministry of Education

F16 Connecting, Communicating and H3 A Cross-Curricular Approach in French


Collaborating: Using Video Chat and the CEFR to Immersion
Get Your Students Talking This session focuses on integrating the big ideas
This Google-based project centered on CEFR in Social Studies, the Arts, Math, Science and
philosophies uses technology to engage students French as a Second Language, within the context
and enable them to communicate with peers. Co- of a primary French Immersion classroom. By
created anchor charts, success criteria and the presenting a cross-curricular approach and
gradual release of responsibility lead to embedding curricular expectations, participants will
spontaneous oral interaction in an authentic partake in rich and creative tasks as a way to
setting. We will outline how our project evolved motivate students to make important language
and the steps needed to implement a similar connections across subject areas. The goal of this
project. We moved from daily messages to session will be to deconstruct an anchor text based
conveyor-belt conversations to speaking through on Wangari Maathais life and achievements as an
video chat. As an extension, we started a class blog agent of positive change. Maathai, also known as
to get our students connecting through writing. The Mama Miti, was a Kenyan woman who changed
project culminated in a collaborative project her country by planting trees and building a
between students at different schools using Google sustainable economy. She also created an
Docs. We will explain our assessment, evaluation environmental movement that focused on peace
and differentiation strategies. and stewardship of our planet. Through hands on
activities and pedagogical documentation of
7-12 student work, participants will experience a
wholistic approach to language learning and
teaching.

K6

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Rocca, Sonia Romero Lopes, Marcia C.


Teacher, Lyce Franais de New York Enseignante-chercheuse, Universit Fdrale de
So Paulo, Brsil
A2-a iPadding Sixth Graders to Impact Language
Learning D10-b Le fonctionnement nonciatif du lexique
This session presents an empirical study in mobile verbal : stratgies denseignement et
language learning, investigating the role of mobile dveloppement des comptences mtacognitives
technology in the teaching and learning of a foreign This proposal aims to investigate the notion of
language. The device of choice is the iPad. A group semantic identity of verbal lexemes through the
of iPadded sixth graders in their first year of variation of their meanings and the role they play
learning Italian was compared to a non-iPadded in the interpretation of the various utterances in
group over a period of two years, first in sixth which they take part, in order to work out reflexive
grade and then in seventh grade. After a didactic strategies to improve the teaching of the
comprehensive standardized test was administered, lexicon. Our approach is based on the study of
results indicate that the iPadded sixth graders interactions, aiming at sorting out the role of the
performed better than the non-iPadded sixth lexical item, stemming from and invariant operative
graders in listening, speaking and reading, and schema at work in all its uses, on the one hand,
even better than the non-iPadded seventh graders and that of the other items in the context on the
in speaking. These results led to the conclusion other hand. We argue that understanding the
that there are fundamental properties of mobile principles underlying those interactions is of utmost
devices such as portability, individuality, importance in the field of language learning and
interactivity and connectivity that are essential to teaching, and we put forward a program based on
foreign language education, in that they enhance a dynamic apprehension of the values of lexical
exposure and noticing, promote interaction and items, taking over from a static memorization,
calibrate corrective feedback. integrating the creative power of the language.
Session delivered in French.
K12
PS

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Rose, Marian
Student, UQAC S
E9 Music and Movement in SL Teaching
Children
Saito, Mami; Tanaka, Kaori
Recent research has shown that music can be a Japanese Language Advisor, Alberta Education;
powerful pedagogical tool in teaching second Planning Officer, The Japan Foundation, Toronto
languages. This session will help teachers to be
more comfortable using musical activities in their B14 Inspiring Students with Drama!
language teaching with children up to age 12. We The workshop will focus on how to inspire learners
will go beyond Head, Shoulders, Knees and Toes using the target language through drama activities
to look at the many creative ways that rhythm, in the classroom. Participants will take part in
melody and the emotional power of music can be classroom activities and perform drama using
used to support the learning of second languages English/Japanese language as an example, while
Although the focus will be mainly on teaching the methods used are adaptable into their own
English and French, the exercises and resources language classrooms. Rather than just using the
will be beneficial to teachers of other languages as activities and skits as they are presented, this
well. This will be an active session come prepared presentation will encourage teachers to envision
to move and laugh! how the activity will occur in their course as they
prepare it. This will ensure that rather than being
K6
role play far removed from the world of their
students, they will use a simple activity in the
Rubino, Olga; Umbrello, Conniemarie; target language and recreate a plausible real life
Santeramo, Sabrina; Singh, Aaron; Fenuta, situation within the classroom.
Robert J/G
Course Director, French, York University; Students,
York University

E3 Implementation of the Action-Oriented


Approach: Technology, Cultural Awareness and
Authentic Communicative Activities
This hands-on workshop provides teachers with
innovative and engaging activities for the FSL and
International Languages classroom. Grounded in
the CEFR and complemented with Web 2.0
resources, teachers gain insight into effective ways
to target 21st century language learning through
authentic communicative activities. The workshop
provides simple to use techniques that promote
critical thinking skills, cultural awareness and oral
language competency within a collaborative
environment. Interactive activities include
dramatization, artistic expression using technology,
creating QR codes, etc.

7-12

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Samac, Yolanda Sancler Gmez, Joan V.


Teacher, Universidad Distrital Francisco Jos de Chef, Dpartement de franais, Universit Centrale
Caldas, Colombia du Venezuela

H13-b Critical Dialogues: Exploring the Nature of C15-a Le podcast, un outil favorisant les
Becoming a Language Teacher through a Virtual comptences orales en FLE
Learning Environment Actuellement, la prsence dune srie de
Using the theories of critical reflection and technologies de linformation et de la
community of practice, the aim of this presentation communication est de plus en plus habituelle dans
is to characterize the dialogue about the teaching la socit contemporaine ce qui impacte aussi
of English as an L2 within a community of future videmment, le monde ducatif. Le podcast, est un
teachers in Colombia, through their participation in de ces outils web, appartenant cette re
a virtual learning environment (VLE). Seven student numrique. Il sagit dune ressource qui permet
teachers in an undergraduate teacher-education facilement non seulement daccder des
program at a public university in Bogota-Colombia enregistrements sonores de toutes sortes sur la
participated in this qualitative case study. They toile mais encore, elle permet aussi de crer ces
used the platform Schoology for a discussion forum fichiers sonores pour ensuite les publier et les
in which they could express freely their insights and partager sur le web. De telles caractristiques font
experiences about English language teaching. The du podcast, un outil de grand intrt pour le
data collected consisted of student teachers domaine ducatif, notamment pour lenseignement
comments and messages on the forum, and des langues trangres o lon travaille des
interviews on student teachers experiences using comptences orales. Dans ce sens, ce travail
forums as reflection tools. The initial findings have prsente des propositions dusages ducatifs du
showed why prospective teachers have become podcast pour lenseignement des langues
involved in language teaching, pedagogical trangres.
concerns and their implications in the EFL
classrooms, as well as issues related to social PS
justice. All of the seven student teachers who took
part in this study made significant comments in
regards to their roles as teachers. Likewise, the
participants considered technology a useful
platform for reflecting and communicating with
each other. The implications and limitations about
the use of the platform as a medium to dialogue
critically are discussed.

PS / G

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Sandrock, Paul Schmidt, Prisca


Director of Education, American Council on the Matre de confrences, IUFM, Lille, France
Teaching of Foreign Languages, USA
C15-b Thtre-croise des langues et des
I5 Assessment to Inform Instruction cultures : une exprience originale de collaboration
By establishing clear learning targets, teachers culturelle
more effectively focus their instructional decisions Les conditions : une comdienne trangre
and students learning. What does language intervient dans un groupe de jeunes dethnies
performance look like and how can performance diverses connaissant mal sa langue afin de valoriser
assessments provide evidence of the language leur propre identit et de faire prendre conscience
goals? Examine examples from assessments of de la richesse culturelle. Aucun texte crit : la
proficiency and performance, plus assessments tied communication passe par limprovisation, chacun
to instructional units. Build understanding of key sexprimant en mime, mouvement, danse, en sons,
characteristics of the Novice, Intermediate, and chants, laide dobjets; le dialogue entre les
Advanced ranges of performance to guide cultures se construit grce au jeu thtral collectif
instruction and assessment. Experience the avec quelques changes verbaux. Cette ducation
backward design process to move from a multiculturelle vise un autre objectif : la cration
proficiency goal through a unit-level assessment of collective dune pice en langue trangre.
performance to the decisions for designing effective Ncessit de respecter les thmes choisis par les
daily lessons. Through this interactive presentation, jeunes. Personnages et scnes se construisent au
participants strengthen their assessment literacy fil des improvisations. La structure de la pice suit
and repertoire of classroom assessment practices, un modle attest de la culture de lartiste traitant
learn effective assessment techniques by de ces questions humaines fondamentales. La
experiencing several examples, and identify what it tche de la comdienne est dcrire un texte de
takes to move from Novice to Intermediate and qualit partir des improvisations en respectant les
from Intermediate to Advanced performance. paroles des jeunes. Le test final est la rception de
la cration collective par le public dans le thtre
G de la Cit.

7-12

Home / Accueil 75
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Schnemann, Susi Shirakawa, Rie; Akai, Sawako


Teacher, Brazil Lecturers, Huron University College, ON

H11-a Das die wird der? (Teacher Collaboration C14-b Collaborative Teacher & Teacher Trainer
to Improve Student Success) Development
Das Projekt auf Power Point wurde konzipiert, um Two post-secondary foreign language teachers in
den Schlern/innen die Internalisierung der Grund- Ontario undertook a ten-month collaborative
Formen zu erleichtern. Die Gestaltung wurde von teacher development (CTD) project. This project
einem Designer Team konzipiert. Die sich had two purposes: to improve and reflect on one
wiederholenden nach und nach gebrachten participants teaching skills and teacher beliefs; for
Informationen erleichtern den Fixierungsprozess. the other participant, who has more teaching
Laut der Perzeptionshypothese (Swain, 1998), ist experience, the purpose was to develop her
es fr das Erlangen des Inputs nicht ausreichend, mentoring and coaching skills. The mentees beliefs
wenn nur die Form beachtet wird. Der were compared before and after the collaboration
Lernende/die Lernende braucht stattdessen einen to examine how they changed over the course of
bewussten Register der Form und ihrer Regeln. the project by observing the mentors classes and
Diesbezglich knnen die Farben als discussing. This project suggests one plausible
Perzeptionsmittel dienen. Farben (blau fr der, rosa form of CTD that benefits both mentor and mentee
fr die, grn fr das, schwarz fr Pl. die) who are motivated to develop their skills.
erleichtern das Aufnehmen des Genus, ohne solch
einen groen Druck auf die Lernenden auszuben. J / PS / G
Die Schler/innen, die mit dem Projekt arbeiten
empfinden viel weniger Frustration, weil sie sich
immer auf das jeweilige Problem konzentrieren
knnen, da ihnen das Genus geschenkt wird. Z.B.
ist die feminine Form der im Dativ sehr schnell
erkennbar, es besteht keinen Zweifel in bezug auf
die maskuline der. Die Technologie, d.h. Power
Point ermglicht dieses Erkennen, was
beispielsweise an der Tafel fast unmglich ist.

Home / Accueil 76
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Silva, Steven Sivyer, Linda; Kelly, Jacqueline


Department Head / Teacher, Toronto Catholic Owner; Consultant; Poster Pals
District School Board
B7 Where Do I Find Affordable Resources to
G10 Interdisciplinary Studies: Redefining the Support the CEFR? How Can I Adapt the Resources
Teaching of International Languages I Already Have?
Are you looking for an innovative approach to See and experience new print and non-print
promote International Languages and cross-cultural materials including visuals, reproducible books,
communication with the revised Ontario software and games at the A1 and A2 levels that
Curriculum? In this workshop, we will explore how promote oral interactions from Poster Pals. Plus
to develop an Interdisciplinary Studies program learn from experienced authors how to adapt your
that brings together two or more International favorite existing resources to answer the challenge
languages using Portuguese and Spanish as a of fostering oral communication skills. Active
template. We will explore how students are learning experiences and hands-on activities.
introduced to the Portuguese and Spanish Handouts and discount coupons for participants.
languages and cultures through practical activities,
such as dramatizations, audio-visual presentations, K9
and discussions, in which they can apply their
knowledge and skills and begin to communicate
with first-language speakers. Through a variety of Song, Heejin
enrichment activities, participants will discover how PhD Candidate, University of Toronto
aspects of Portuguese and Spanish cultures are H13-c Minoritized Linguistic and Cultural
studied, including geography, history, literature and
Identities in South Korea
the arts. In this workshop, we will also examine
This presentation investigates how multicultural
how the use of inquiry and research as well as
education and cross-cultural learners are
critical and creative thinking skills are embedded
conceptualized in South Korea. More specifically,
throughout the Interdisciplinary Studies program.
the study examines how the learners linguistic and
7-12 cultural identities are understood using a critical
discourse analysis (van Dijk,1993, 1997) of public
documents surrounding multicultural education and
Simsilevich, Alexandra an in-depth case study investigating how cross-
Teacher, Peel District School Board cultural learners identities are positioned by
different stakeholders including teachers,
C10 Using AIM to Teach Spanish administrators, parents and cross-cultural learners
In this workshop, participants gain theoretical and themselves in two public high schools. Using critical
hand-on knowledge needed to successfully apply multicultural education (May & Sleeter, 2010;
the AIM in upper elementary, middle and senior Nieto, 1999, 2011) as a theoretical framework, the
school Spanish classes. After, participants will feel findings highlight emerging issues related to
confident to begin implementing the program in its multicultural education and provide insights on
first three weeks, and will gain access to a wealth developing inclusive multicultural policies and
of resources, and contacts to further support them pedagogical practices.
in their teaching journey. Resources from AIM kits,
past student work and recorded interviews with PS / G
former students will enhance participants learning.

K12

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Stollhans, Sascha; Poetzsch, Mandy Swender, Elvira


Teacher (DAAD-Lektor), University of Nottingham; Director, American Council on the Teaching of
German Co-ordinator and Tutor, University of Foreign Languages; Professor, Universitt Leipzig
Sheffield
C13-a Bridging Frameworks: The ACTFL CEFR
D12-a Flipping Roles: Students as Teachers in Collaboration
Interactive Learning Environments This session will report on an ongoing collaboration
This session presents an innovative collaboration between language professionals in the U.S. and
between German students from different Europe to support and improve the teaching,
universities in the UK, which sees students as learning, and assessment of languages. This trans-
producers of interactive classroom materials. The Atlantic initiative was launched at the ACTFL CEFR
project aims to enhance the understanding of Alignment Conference in 2010 in Leipzig, Germany,
fundamental German grammar of students on bringing together leaders from both sides of the
Beginners German courses at the Universities of Atlantic to explore commonalities between the
Nottingham and Sheffield by benefitting from ACTFL Proficiency Guidelines and the Common
grammar revision materials and workshops European Framework of Reference. The
designed and delivered (both face-to-face and via collaboration has continued and expanded during
video) by second year students from Nottingham. annual meetings in Provo, Utah (2011), Graz,
In exchange, these students on a language Austria (2012), and Alexandria, VA (2013), each of
pedagogies module gain a better understanding of the subsequent annual meetings resulting in joint
the role of the teacher. This student-led and projects on teaching, learning, and assessment and
collaborative approach to language learning in the continued development of both the ACTFL
enhances student engagement and encourages and CEFR systems. The session will be facilitated
learner autonomy and a deeper understanding of with a PowerPoint presentation. Participants will be
the learning process, while making use of invited to provide input for future collaboration.
innovative technology and operating across the
borders of different levels and universities. It also G
creates a repository of revision materials for future
cohorts and can easily be applied to other stages
and languages.

PS / G

Home / Accueil 78
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Tanaka, Kaori
T Planning Officer, The Japan Foundation, Toronto

A14 Lets Cultivate Cultural Sensitivity!


The workshop will focus on how to develop
Tabakova, Viktoria
learners cultural sensitivity, which is essential to
Teacher, Russia
acquiring intercultural competence, in a language
D11 Thema Sport als kreativer Impuls im DaF- classroom. Participants will take part in classroom
Unterricht activities and quizzes using Japanese culture as an
Was bedeutet fr Sie das Motto Fit frs neue example, while the methods used are adaptable
Jahrtausend? Wir sind der Meinung, dass man into their own language classrooms. By comparing
mindestens zwei Fremdsprachen beherrschen, mit it with their own culture and/or the culture of the
Computer und Internet umgehen, ber die language they are teaching, participants will not
wichtigsten aktuellen Weltereignisse informiert sein only be prompted to think about cultural
muss und nicht zuletzt in guter sportlicher Form differences in the culture of the language they are
bleiben soll. Wir gehen davon aus, dass all diese teaching, but through discussion learn of cultural
Ziele im Fremdsprachenunterricht unter einen Hut differences with other languages which they can
gebracht und erfolgreich erreicht werden knnen. then bring back to their classrooms. This workshop
Deutsch als eine der bedeutendsten will also showcase effective utilization of technology
Fremdsprachen ist keine Ausnahme. Im praktischen within the classroom. Participants who come to the
DaF-Unterricht haben wir einen Versuch workshop with a tablet or a laptop with a Wi-Fi
unternommen, greren Wert auf das Thema connection will be able to take an active role in the
Sport zu legen. Dabei haben wir Folgendes demonstration.
festgestellt: Die Studierenden interessieren sich fr
J/G
die Sportproblematik. Jeder kann fr sich eine
Sportart whlen, die ihm am besten gefllt. Die
Studierenden knnen verschiedene
Informationstrger benutzen: Internet,
Druckmedien, Neue Medien, Fernsehen usw. Die
Studierenden haben eine reiche Wahl an
verschiedenen Textsorten, man kann sich fr eine
Nachricht, einen Kommentar, einen Bericht, eine
Reportage u. a. entscheiden. Den Studierenden
wird allmhlich gesunde Lebensweise
beigebracht. Die Motivation, Deutsch zu studieren,
nimmt zu.

Home / Accueil 79
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Thibault, Laurence; Ambrosio, Laura; Toews Thibault, Nicole


Janzen, Marlene Educational Consultant, Groupe TFO Mdia
Porfessors, University of Ottawa
D8 Vive les vidos dans la classe inverse!
H16 Working Together to Understand Each Pourquoi la classe inverse? Pour augmenter
Other: La culture des autres, grce aux autres lengagement des lves, accrotre lautonomie de
A linguistic community both represents a culture of lapprenant, la collaboration et la rflexion. Utilisons
its own and interacts with many others. Cest un clip vido comme un tremplin pour
important dexposer les apprenants de langue lapprentissage expliquez le concept sur la vido,
seconde la dcouverte des expressions invitez les lves visionner la maison (parfois
culturelles, imaginaires ou ancres dans la ralit, avec les parents), puis arrivs en classe ils posent
qui dfinissent, distinguent ou rassemblent les des questions et partagent leurs ides. Les lves
locuteurs de la langue tudie dans le respect de utilisent les heures de classe pour appliquer les
lidentit de chacun. In this joint presentation, we connaissances. Les enseignants circulent et offrent
will first identify how L2 teachers can learn to take le soutien ncessaire. Joignez-vous moi pour
on the role of cultural mediator by looking at the dcouvrir les ressources gratuites du Groupe Mdia
integration of arts in second language teaching TFO pour soutenir la dmarche de la classe
both in teacher training and continuing education inverse. Les ressources seront en franais, la
contexts. Suivra une description dactivits qui, prsentation sera bilingue.
dans un cadre communautaire, permettent aux
apprenants de langue seconde de se rapprocher de K12
la langue et de la culture des autres. Finally, an
EFL/ESL instructor will share how international
folktales can be an effective medium for inter-
cultural learning for students struggling to maintain
their identity in an English-dominated world.

Home / Accueil 80
WCML Abstracts of Presentations Rsums des prsentations du CMLV

Thomas, Christian; Grashoff, Henning Thomas, Reed


Assistant Professor; Teaching Assistant; Acadia Teacher, TDSB
University
G16 Across Languages in Immersion: Maintaining
H2-c Smart Educational Autonomy through Focus on French While Promoting Connections to
Language Learning (SEAGULL) Program and Other Languages
Projects Increasing attention to bilingualism/multilingualism
SEAGULL is a European Union-sponsored project in research and pedagogy presents new
with the aim of establishing tandem partnerships possibilities and challenges for immersion teaching.
for collaborative language learning (oriented In this workshop, I will articulate a teacher
towards progressing through the different levels of reflection drawing on recent research, policy,
the Common European Framework of Reference strategies and resources that inform my junior-level
CEFR); and for developing an accompanying immersion teaching practice, where I teach
platform for autonomous learning. The online- language and other subjects in French and English.
platform facilitates finding partners and features an I aim to open a space for student learning across
expanding database of learning and guidance languages while maintaining French as the
materials. Ten languages are currently included: language of instruction in French learning times.
Arabic, Chinese, English, French, German, Polish, Workshop participants will have an opportunity to
Russian, Spanish, Swedish, and Turkish. The talk share their strategies and to consider approaches
introduces the goals, didactics, learning formats for enriching their practice in diverse second-
and materials, and reports on a tandem project language settings.
(English/German) utilizing project-based learning,
conducted between language students at Acadia K6
University (Canada) and the University of
Greifswald (Germany) with the overarching
Trpanier, Rene
objective of promoting language and intercultural
Teacher, DDSB
competency through authentic encounters with
native speakers learning a foreign language. D1 Ressources inspires du CECR pour le
G secondaire
La cration des tches finales riches; Modle dun
cycle dapprentissage; Les plans de leons; Les
grilles dvaluations; Les examens finals; Quelques
sites Web et la technologie. Concepts illustrer :
Le transfert graduel de la responsabilit; Les
diffrences entre linteraction orale et la production
orale; Le dveloppement du cerveau franais; et
Smart Board, Smart Notebook et le concept du
visuel dans la classe FLS au secondaire.

7-12

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Trerice, Dylan Tschirner, Erwin


MA Candidate, University of Victoria, BC Professor, University of Leipzig, Germany

F2-a Getting the Boys Back in Class: Re- C13-b Reading Proficiency for Higher Education:
Evaluating Pedagogical Methodologies in Canadian The ACTFL Framework in Dialog with the CEFR
French Second-Language Programs Reading is the central skill and activity in education.
French as a second language (FSL) practitioners Reading proficiency plays a critical role in academic
across Canada continue to note adolescent second language learning and in acquiring
Anglophone males disinterest in FSL programs and language skills important for educational contexts.
their severe under-representation in senior French The ACTFL Proficiency Guidelines 2012 Reading
language courses. As hypotheses rationalizing enable us to take a new look at the development of
adolescent males disregard for French seldom reading for higher education purposes. In dialog
transcend language learners perceptions of with the CEFR, they also provide us with a common
masculinity and biological based differences, little metric to measure the development of reading
empirical research has been conducted to proficiency. Data from an ongoing research project
specifically address the correlation(s) between FSL to measure reading proficiency levels of US
pedagogy and curricula and males motivation(s) to undergraduate students at major thresholds during
learn French. Based on data collected from male their course of study will be presented and
FSL learners and FSL instructors on Southern discussed, facilitated by power point slides and
Vancouver Island, this paper will discuss the handouts. Participants will become acquainted with
existing correlation(s) between FSL pedagogy and the ACTFL Proficiency Guidelines 2012 Reading
curricula and adolescent males motivation(s) to and their relationship with the CEFR, and they will
learn French. The conclusions drawn from this learn how proficiency goals for academic contexts
communication will show how didactic strategies may be determined.
and pedagogical materials can be adapted to better
motivate and engage male FSL learners in hopes of G
launching initiatives for FSL pedagogy and
curriculum development within Canada.
Turcotte, Marie
G Series Editor, FSL, CEC Publishing

D7 Exciting and Engaging New French Resources


Tryon, Michael to Support Lifelong Language Learning (K-8)
Executive Director, Canadian Parents for French Come and explore the Cest parti! and Odysse
Alberta collections: a strategy-based, action-oriented
pedagogy designed to lead French learners into the
C9-b Teachers Helping Parents 21st Century, giving them an appetite for
Immersion parents often feel unable to support knowledge and instilling in them an appreciation for
their childrens education because their own French language and culture. You will appreciate
language skills are inadequate or non-existent. This the engaging and relevant themes and tasks that
can keep parents from enrolling their children in foster purposeful talk and authentic communication
immersion, or lead to unnecessary withdrawals in real-life situations. The presentation will highlight
from the program. The presenters will address the link between oral interaction, and reading and
these concerns and discuss how a support system writing. As an added bonus, the resources integrate
can be developed for your students parents. CECs dynamic and easy-to-use technology
designed to facilitate engaging teaching and
G learning experiences, and ensure student success.

K12

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Van Houten, Jacque


V President-elect, American Council on the Teaching
of Foreign Languages

B2-b From Culture to Interculturality: Changes in


Valds Vzquez, Melissa
Perspectives & Practice
Education Advisor, Embassy of Spain Alberta
Education There is a growing need for inclusion of
interculturality in standards and curricula to support
B10 Cmo desarrollar las competencias orales language skills as students strive for global
mediante actividades que motiven a los estudiantes competence. The goals of this session are to: 1)
en la clase de espaol share information on how the American Council on
How to improve oral production in second language the Teaching for Foreign Languages (ACTFL)
learning? This session offers creative ideas and refreshed the Cultures goal to address
useful resources for the Spanish classroom as well interculturallity; 2) describe how states revised
as examples of activities for Spanish learners so we their standards to include intercultural Can Do
could motivate our students, depending on their benchmarks and learning indicators; 3) explain the
skills and how creative they are. We will also process school districts used to insure the inclusion
integrate 21st century technology skills for of interculturality in the curricula; and 4) engage
developing oral skills and approaches to oral participants in developing instructional and
assessment. formative assessment activities that address
intercultural learning targets. The information will
K12 / G be presented on Power Point, and made available
to participants, along with a link to state standards,
and copies of sample curricula, thematic units, and
integrated performance assessments.

K12

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Vaz Ferreira, Mergenfel Vazquez Mario, Iria


Dozentin fr Deutsch und Lehreraus- bildung, Enseignant despagnol, ICL-Clarife, Universit
UFRJ, Rio de Janeiro, Brasilien Catholique de Lille, France

B11-b Die Anwendung der Online-Lernplattform E10 Implementing Collaborative Internet-Based


Letras 2.0 in einem DaF-Graduationskurs: Project Work in the Language Classroom
Reflexionen und Perspektive It is fundamental that teachers, who are being
Es wird zunehmend im Bereich des Fremdsprachen encouraged by Universities to implement ICT as a
Lehren und Lernen die Verwendung des Begriffs part of their training program, first understand the
Post-Methode akzeptiert (Celani, 2003; Foppa, objectives of and how to integrate ICT in order to
2011; Teixeira, 2011). Sicherlich erleben wir ein assure that its impact will in fact benefit the
Zeitalter, in dem verschiedene Anstze und language learning process. First of all, I would like
Methoden kombiniert werden, damit die Lernziele to explain what internet-based project learning is
umfassender und wirksamer erreicht werden and why language teachers should implement 2.0
knnen. Im diesem Sinne kann man auch die digital task-based activities as part of the syllabus,
Verwendung unterschiedlicher Ressourcen bemerkt not only to enhance linguistics skills but also other
werden. Auerdem muss die Tatsache, dass 94,2 general competences (computer knowledge,
Mio. Brasilianer einen Internetzugang haben und ca teamwork, collaborative learning, etc.). Finally,
45 Stunden / Monat von ihrer Zeit mit diesen different task-based/project based language
Mitteln verbringen (Quelle: IBOPE, 2012), auch teaching units using web 2.0 collaborative tools will
bercksichtigt werden, wenn es um die Suche nach be shown, all of them have been utilized this year
neuen Lehren und Lernen - Mglichkeiten geht. Auf in the Spanish as a Foreign Language classroom.
diese Weise ist das Ziel dieser Arbeit die They are presented to confirm that this kind of
Darstellung einer Erfahrung mit der Nutzung der methodology does indeed help to improve the
Online-Lernplattform Moodle in einem DaF- learning and motivational aspects of language
Graduationskurs an der Universidade Federal do teaching.
Rio de Janeiro. Insofern werden Aspekte wie die
Motivation, die Mitarbeit und die Beteiligung PS
sowie die Unbeteiligung - der Studierenden in
dieser Lernumgebung diskutiert.

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Warni, Silih
W PhD Student, The University of Sheffield, UK

D14-a Implementing Electronic Portfolios to


Enhance EFL Writing Skills in an Indonesian
Wallenius, Liisa
Senior Lecturer, Haaga-Helia University of Applied Context
Sciences, Finland Electronic portfolios have been recognized as a
beneficial technological tool in language learning,
B13-a Integrated Inquiry Learning Case though their implementation is not always
Swedish for Tourism successful, a paradox, which will be explored in this
The aim of this session is to present cases of paper. The study, which investigates the benefits
integration of multidisciplinary studies. The and problems of electronic portfolio as experienced
pedagogical approach lies in constructive and by Indonesian students in an EFL writing class,
inquiry learning. The studies comprise of draws on interviews with students, the teachers
integration of various subjects in semester projects field notes, and students reflections incorporated in
and the main ideas are learning together, shared their electronic portfolios and online peer
expertise and reflection. The study projects involve evaluations. The ensuing suggestions for enhancing
research commissioned by local industries. For the students engagement with electronic portfolios will
language class the students e.g. benchmark service relate to the development of learner autonomy and
providers and conduct market research. Each will be relevant to teachers in all phases of
student group is involved in the decision making education.
regarding the texts be produced and learning
PS / G
actions to be taken. Students compile portfolios
and reflect on their achievements in logs.

PS / G Wei, Jiaqi
PhD Candidate, The University of Sheffield, UK

I13-b Autonomous Learning via Internet at


Universities in China
This presentation shares with audience a part of
the results of a study which has been undertaken in
an attempt to explore the manifestations of learner
autonomy through focusing on learners English
learning via the Internet after class. By presenting
how to develop learner autonomy from Internet
assisted learning approach. Learner autonomy in
different contexts has different outcomes and
practices. So this talk presents the learners
autonomy in China context, particularly on the
perspectives of learners beliefs and address how
these learners learn English autonomously with the
help of Internet in this talk as well.

PS / G

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Wernicke, Meike Winkler Pegoraro, Dagmar


Faculty, Capilano University, BC Researcher / Professor, University of Padua, Italy

E6-b An Action-Oriented Approach to Language G12-b The Interaction between Grammar,


Teaching Prosody and World Knowledge as a Strategy for a
In this session I share my experiences using an Better Learning of the German as a Foreign
action-oriented language teaching curriculum in a Language
first-year German language course as an International projects, during many years, have
alternative to prevailing form-focused given the possibility to fix some strategies for a
communicative language teaching (CLT) (Snider, better learning of the German as a Foreign
2005). I consider how an action-oriented approach Language. The prosodic organization this
extends beyond decontextualized and normative complete phenomenon of the spoken language
target language input and the idea that only must have the same importance as the grammar
correct language be used in the second language for learning the German language. There are
classroom. In particular, I demonstrate how strategies which give the possibility to stimulate the
conceptions of the plurilingual speaker and interaction between Grammar and Prosody. In this
instances of situated language use (CEFR, 2001) way it becomes possible to deepen the knowledge
build on communicative language teaching (CLT) of Grammar in the learners and to create a specific
(Abdelgaber & Mdioni, 2010) by paying specific grapheme and phoneme knowledge, which
attention to the presentation of grammatical and emphasizes the dynamic and creative aspect of the
lexical resources, the organization of themes, and grammar and grammatical errors can be reduced;
the contextualized nature of language content. A furthermore the syntactic style becomes more
variety of German language learning tasks will be elegant, allows a better communication and gives
presented as well as their potential use and more possibility for semantic interpretation. Last
adaptation to other language teaching contexts. experiments turn out that the interaction between
grammar, prosody and the world knowledge, a
PS new important aspect for language learners, open
some more very interesting horizons.

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

X Y
Xu, Yiru Yoshida, Hitomi
Doctorante, Universit Lumire Lyon 2, France Assistant Professor, Kwansei Gakuin Universiy,
Japan
C8-a La comptence dinteraction dans
lvaluation de loral : tude en franais langue B13-b Case Studies on Learning Trajectories of
trangre chez les apprenants dbutants Successful Language Learners in a Foreign
Dans cette communication, nous souhaiterions Language Setting
apporter quelques clarifications sur la comptence This study explores out-of-class learning by
dinteraction, souvent intgre dans la comptence reporting on a learning trajectory research using
dexpression orale, mais qui est nanmoins life-story methods to collect the language learning
beaucoup plus complexe. Notre tude, combinant stories of three successful Japanese learners of
les travaux existant et nos propres recherches, English who have learned English without having
essaiera tout dabord dapporter une description studied outside of Japan. The studies examines
dtaille de cette comptence selon le CECR en them by addressing the following question: What
donnant un exemple sur le niveau dbutant. En motivated them to learn the foreign language and
nous basant sur un corpus authentique dans la to self-regulate as a mode of learning? Strategic
situation de jeu de rle en valuation de loral, Self-Regulation Model (Oxford, 2011) is adopted to
nous essayerons de mettre en lumire les observe how they regulated and motivated
spcificits et les complexits de cette situation qui themselves to continue long-term learning. The
peuvent influencer la performance des apprenants. results show that although three participants vary
A la fin, laide dune transcription multimodale, in personal traits, interests, and familial
nous examinerons en dtail les difficults que les background, they shared many behavioral patterns
apprenants rencontrent et les stratgies quils in terms of making the most of language
mettent en place pour raliser lobjectif de opportunities they can get. The study further find
communication tout en montrant leurs that they not only take advantage of the FL setting
comptences. La prise en compte de ces lments but also covered the disadvantage by
constitue un vrai dfi pour lvaluateur et remet en finding/creating a replacement for what they
question la constitution du barme de notation. cannot get such as output opportunities or
authentic communicative situations.
G
PS / G

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WCML Abstracts of Presentations Rsums des prsentations du CMLV

Z
Zaouali, Hosni
Director of Communications, Voil Learning

E7-a Live French Teachers Providing Homework


Help
Since French Immersion began in Canadian
schools, parents have struggled with the same
question: How can I help my child with his/her
French homework? Three years ago, Voil
Learning in partnership with 9 School Boards
offered a solution for students and parents. With
the first Free Online Homework Help in French,
French Immersion students from grades 1 to 8
were able to access after school online help (audio,
video chat, interactive whiteboard). Dedicated
teachers connect every evening to help students
have fun as they improve in their second language.
Since last year, the Online Homework Help has
made few changes to better serve students
learning French. The system is now open free of
charge every Monday to Thursday from 5pm to 8p
to every French Immersion student in Ontario. To
accommodate more students in different virtual
classrooms, the platform is now more efficient and
user friendly. Voil Learning has been able to
collect interesting data around the usage of this
21st Century educational tool. Come to see a
demonstration for connecting students across
Canada and to understand how the system works.

K8

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