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A provincial state of emergency remains in effect due to numerous wildfires.
For wildfire related information, call the 24-hour info line at 310-4455 (available in 200+ languages) or visit alberta.ca/emergency.
Highlights of the new elementary French immersion curriculum (March 2023).
In French immersion language arts and literature, students develop the ability to communicate in French as an additional language. Students read, write, listen, speak, view, represent and use strategies for understanding and communicating clearly and fluently in a variety of situations.
By exploring a wide variety of texts from local, national and international sources, students are exposed to diverse viewpoints and cultural experiences. Students enrich their understanding of the Francophonie around the world, develop open-mindedness, and increase their sense of belonging to various communities.
French immersion language arts and literature allows students to experience Canadian linguistic duality, to develop a positive image of their own bilingual/multilingual identity, and to experience the cognitive and social benefits of learning a new language.
What is new: March 2023
The new K to 6 French immersion language arts and literature curriculum is ready to move into classrooms, starting with K to 3 in September 2023. School authorities may choose to implement grades 4 to 6 in September 2023 or wait until September 2024. Review the information below to see:
Revised draft curriculum in remaining K to 6 subjects will be made available at a later date for further engagement with Albertans and education stakeholders.
The following list shows how elements in the current K to 6 French language arts curriculum, published in 1998, compare to the new curriculum. The comparisons provide examples and do not represent all the changes that were made.
Current curriculum (1998) examples | New curriculum (March 2023) examples | |
---|---|---|
Learning French as an additional language | There are limited opportunities for students to learn the value of learning French.
The relationship between a student’s first language and French is only referenced in Kindergarten. |
There are opportunities to develop a sense of belonging and a bilingual/multilingual identity throughout the curriculum.
There are clear references to similarities between languages to support students’ learning of French. |
Oral communication | Oral language is generally addressed through listening and speaking. | There are clear expectations for students to develop oral language skills by understanding, speaking, interacting, and collaborating. |
Phonological awareness The ability to identify and manipulate sounds in oral language |
There is a limited emphasis on recognizing and manipulating sounds. | There is a strong emphasis on spoken sound recognition and manipulation in grades K to 2 to support reading and writing skills. |
Phonics | There is a limited emphasis on understanding the relationship between sounds and letters (phonics). | There are clear expectations for students to learn phonics from K to 4 then apply this learning to reading and writing in later grades. |
Vocabulary | There is limited emphasis on learning skills that help to develop vocabulary. | Students learn to develop and use vocabulary through understanding word formation, meaning, and spelling. |
Reading | Reading comprehension strategies are not presented in a clear progression.
There is limited emphasis on literary works from diverse sources. |
Reading comprehension strategies follow a clear progression to enable students to understand information and ideas.
There are opportunities to explore a variety of traditional, classical, and contemporary works from local, national and international sources across K to 6. |
Text | The term text is not clearly defined.
There is limited emphasis on the function, characteristics, and structure of texts. |
The term text is clearly defined to be more inclusive and diverse and to support digital and non-digital learning. It includes information and ideas provided in books, reports, websites, media, diagrams, pictures, oral stories and more.
The functions, characteristics, and structures of various forms of fiction and non-fiction texts are clear and explicit. |
Writing | The writing process is not clearly defined or developed. | The writing process is clearly and explicitly developed to support fiction and non-fiction writing. |
Grammar | Content is not clearly defined and is based on traditional French grammar. | The new French grammar is presented in a clear and detailed sequence and supports learning a new language. |
In new K to 6 French immersion language arts and literature curriculum, students will explore content that develops essential skills for communicating, learning, reflecting and making connections with others.
Note: Examples are loose translations that capture the meaning of the original French text rather than word-for-word translations.
Stay informed about K to 6 renewal and feedback opportunities.
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