Etude nationale sur les programmes de francais de base: Le syllabus culture (National Core French Study: The Culture Syllabus).

Autor/inn/en	LeBlanc, Clarence; und weitere
Institution	Canadian Association of Second Language Teachers, Ottawa (Ontario).
Titel	Etude nationale sur les programmes de francais de base: Le syllabus culture (National Core French Study: The Culture Syllabus).
Quelle	(1990), (135 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-921238-14-2
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Cultural Awareness; Cultural Education; Curriculum Design; Elementary Secondary Education; Foreign Countries; French; Language Teachers; National Surveys; Second Language Programs; Student Evaluation; Teacher Education; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Cultural identity; Kulturelle Identität; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Lehrplangestaltung; Ausland; Französisch; Language teacher; Sprachunterricht; Schulnote; Studentische Bewertung; Lehrerausbildung; Lehrerbildung; Kanada
Abstract	The National Core French Study had the objectives of defining and developing four syllabuses and assessing their applicability in Core French classes in Canadian elementary and secondary schools. The Culture Syllabus is reported here. The first chapter defines "francophone culture" and discusses its role in Core French program. A review of literature and current practice are contained in the second chapter, and four general objectives of cultural education are discussed in the third. The fourth chapter deals with the cultural content of the curriculum; it consists mainly of a listing of possible contents and offers some principles for curriculum design. Content is divided into five areas: (1) francophone presence; (2) historical context of francophones; (3) regional French; (4)francophone daily life; and (5) Canadian bilingualism. Chapter five contains a scope and sequence for the content. In chapter six, teaching approaches and the usefulness of integrated instructional materials are discussed. The three subsequent chapters contain notes on evaluating the culture syllabus, integrating the syllabus, and implications for teacher training. A bibliography of over 80 items is appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC