"Languages are an essential means through which we communicate and learn. They provide individual...
"Languages are an essential means through which we communicate and learn. They provide individuals with the resources to develop into citizens who can be actively involved in the exchange of ideas and the evolution of values in a democratic and pluralistic society such as ours. Learning different languages is not only personally enriching, it also makes a contribution to the enrichment of our culture and of society as a whole." QEP - Subject Areas
by Tarik El Babarti
1. Q.E.P. Curriculum
1.1. Broad Areas of Learning
1.1.1. "To develop a world view"
1.2. Cross-curricular competencies
1.2.1. Reaching acroos disciplines
1.3. Subject-specific competencies
1.3.1. C3 - Writes and Produces Texts
1.3.1.1. Uses a personalized writing process
1.3.1.2. Uses a personalized production process
1.3.1.3. Builds a personal inventory of writing and production resources
1.3.2. C2 - Reinvests Understanding Of Texts
1.3.2.1. Constructs meaning of text
1.3.2.2. Represents understanding of text
1.3.2.3. Listens to, reads, and/or views texts
1.3.3. C1 - Interacts Orally In English
1.3.3.1. Initiates, reacts to, maintains, and ends oral interaction
1.3.3.2. Expands a personal language repertoire
1.3.3.3. Constructs the meaning of the message
1.4. Response Process (MELS)
1.4.1. Measures for output
1.5. Related content
1.6. ESL core/ EESL
1.6.1. Sec Cycle 1
1.6.1.1. Year 1
1.6.1.1.1. 12-13
1.6.1.2. Year 2
1.6.1.2.1. 13-14
1.6.2. Sec Cycle 2
1.6.2.1. Year 1
1.6.2.1.1. 14-15
1.6.2.2. Year 2
1.6.2.2.1. 15-16
1.6.2.3. Year 3
1.6.2.3.1. 16-17
1.7. Learning Evaluation Situation
1.7.1. L.E.S.
1.8. Evaluation Situation
1.8.1. Evaluating what has been learned
2. Roles
2.1. Teacher talk
2.1.1. Intonation
2.1.2. Timing
2.1.3. Emphasis
2.2. Instructions
2.2.1. How to...
2.2.1.1. PERFECTING THIS SKILL IS KEY!
2.3. Handouts and materials
2.3.1. approved
2.3.2. authentic
2.3.3. from scratch
2.3.4. non-approved
2.4. Timing
2.4.1. sense of urgency
2.4.2. goals are clear
2.4.3. smooth transitions
2.4.4. materials are ready
2.4.5. instructions are visual
2.4.6. check understanding
2.4.7. choose most effective type of teaching
2.4.8. choose most effective type of teaching
2.5. Gestures and body language
2.5.1. non-verbal ways of communicating...
2.6. Voice - Tone - Loudness
2.7. Planning and regulating for learning
2.7.1. Planning
2.7.2. Regulating through self-assessment
2.8. Using available resources
2.8.1. Texts
2.8.2. Objects
2.8.3. People
2.9. Regulating teaching and learning
2.10. Mentor
2.10.1. How to...
2.11. Model
2.11.1. Linguistic model
2.11.2. Social model
2.12. Coordinator
2.12.1. Managing all roles and pedagogical tasks
3. Q.E.P. Documents
3.1. Quebec Education Program
3.1.1. Public Schools
3.1.1.1. Full adhesion
3.1.2. Private Schools
3.1.2.1. Partial adhesion
3.1.3. Non-MELS
3.1.3.1. N/A
3.2. Progression of Learning
3.2.1. Construction
3.2.1.1. Students constructs knowledge
3.2.2. Application
3.2.2.1. Students apply knowledge
3.2.3. Re-Investment
3.2.3.1. Students re-use gained knowledge in different contexts
3.3. Scales of Competencies
3.3.1. Achieve the highest level per competency by end of Secondary education
3.4. Report Card
3.4.1. EXAMPLE
3.4.2. For Parents
3.4.2.1. child adademic achievements
3.4.3. For Students
3.4.3.1. measuring performance versus expected outcome
3.4.4. For Teachers
3.4.4.1. communicates results of collaborative learning
3.5. Professional Competencies
3.5.1. Most Important Ones...
3.5.1.1. C1
3.5.1.1.1. to inherit and criticize
3.5.1.2. C3
3.5.1.2.1. to develop
3.5.1.3. C4
3.5.1.3.1. to pilot
3.5.1.4. C5
3.5.1.4.1. to evaluate
3.5.1.5. C12
3.5.1.5.1. to behave professionally
4. Planning for Learning
4.1. Learning Purpose
4.2. Prior knowledge
4.2.1. Preparing for learning
4.2.2. during task
4.2.3. reflection
4.3. Opener / Warmer / Icebreaker
4.4. Closer / Change of pace /Reseating
4.5. Input and Output
4.5.1. skills
4.5.1.1. input
4.5.1.1.1. listening
4.5.1.1.2. reading
4.5.1.2. output
4.5.1.2.1. speaking
4.5.1.2.2. writing
4.5.2. lesson
4.5.2.1. teacher
4.5.2.1.1. input
4.5.2.2. student
4.5.2.2.1. output
4.6. Integrated skills
4.6.1. macroskills are used interdependently
4.7. Authentic vs pedagogical task
4.8. Differentiation
4.8.1. High ability
4.8.1.1. ex.: super achievers
4.8.2. Low ability
4.8.2.1. ex.: marginal pass
4.8.3. Different ability
4.8.3.1. ex. hearing impairment
4.8.3.2. ex.: autism
4.8.3.3. ex.: ADHD
4.9. Routines
4.10. Classroom management
4.11. 3 stages
4.11.1. Preparing
4.11.1.1. routines
4.11.1.2. hook
4.11.1.3. opener
4.11.2. Carrying out
4.11.2.1. authentic
4.11.2.2. pedagogical
4.11.2.3. purposeful
4.11.2.4. washback
4.11.3. Integrating
4.11.3.1. routines
4.11.3.2. closer
4.11.3.3. homework
4.11.3.4. acquired knowledge in new context
4.12. Related content
4.12.1. culture
4.12.1.1. ex.: World Monuments
4.12.2. language repertoire
4.12.2.1. ex.: Question Words
4.12.3. strategies
4.12.3.1. ex.: self evaluation
4.12.4. processes
4.12.4.1. ex.: written opinion letter
4.12.5. texts
4.12.5.1. ex.: Tourism websites
4.13. pronunciation
4.14. grammar ,
4.15. language processes
4.16. learning strategies
4.17. Evaluation
4.18. Vocabulary
4.19. Assessment
4.19.1. effective strategy use
4.19.2. effective competency development
4.19.3. possible venues for instruction
4.19.4. students' affective domain
4.19.5. pedagogical tools
4.19.6. classreoom management
5. Pedagogical approaches
5.1. Case-based
5.1.1. ex.: A student wants to prepare to leave the family home. - Create a plan of action with appropriate checklists of necessary preparations
5.2. Inquiry-based
5.2.1. ex.: What are different renewable energies used in Canada. - Search the Internet for information.
5.3. Project-based
5.3.1. ex.: How would you clean the Gulf after the disaster. - Create a proposal to submit to the government using factual research
5.4. Resource-based
5.4.1. ex.: What is the most important influences on spending in families. - Create a list of proposed budget for itemization.
5.5. Game-based
5.5.1. ex.: What sports do teens prefer? - Fill this crossword puzzle using the sports vocabulary.
6. Evaluation
6.1. Reporting
6.1.1. Developing an effective Evaluation Report
6.1.1.1. the WHAT
6.1.1.2. the HOW
6.1.1.3. The WHY it matters
6.2. Of learning
6.2.1. Evaluation framework
6.3. For learning
6.3.1. Formative Assessments
6.4. Profesional judgement
6.4.1. Value Assigned to the Profesional Judgement of Teachers
6.5. Summative
6.5.1. end of cycle outcomes
6.5.2. grade reporting
6.5.3. ministerial examiniations
6.6. Evidence
6.6.1. collection
6.6.1.1. through assessments
6.6.2. analysis
6.6.2.1. progress and final
6.6.3. reporting
6.6.3.1. individual task grade
6.6.3.2. summative report card
6.6.4. adjustment
6.6.4.1. to move forward/continue progression
6.7. Provincial evaluations
6.8. Alignment
7. Classroom Management
7.1. Routines
7.1.1. lesson
7.1.2. tasks
7.1.3. evaluation
7.2. Discipline/Bumps
7.2.1. prevention
7.2.2. reaction
7.2.3. beyond discipline
7.3. Grouping
7.3.1. Workstations
7.3.2. Group work
7.3.3. Pair work
7.3.4. Individual work
7.4. Seating
7.5. Collaborative environment
7.6. Motivation
7.6.1. extrinsic
7.6.1.1. from outside the learner
7.6.1.1.1. ex.: getting praised by parents
7.6.2. intrinsic
7.6.2.1. from inside the learner
7.6.2.1.1. ex.: satisfying curiosity
8. Assessment
8.1. For learning
8.1.1. Needs analysis
8.1.2. Improvement of teaching
8.1.3. Adapting to students
8.2. As learning
8.2.1. Learner centered
8.2.2. Use of strategies
8.2.3. Model evaluation methods
8.3. Assessment criteria
8.3.1. Clear
8.3.2. Concise
8.3.3. Content driven
8.4. Learning outcomes
8.4.1. Framework of Evaluation of Learning
8.5. Formative vs summative
8.5.1. Formative
8.5.1.1. Low-stakes
8.5.1.2. for learning
8.5.2. Summative
8.5.2.1. high-stakes
8.5.2.2. for grading
8.6. Regulation of learning
8.6.1. use of strategies
8.7. Holistic rubric
8.7.1. Formative
8.7.2. Peer-assessment
8.7.3. Self-assessment
8.8. Analytical rubric
8.8.1. Summative
8.8.2. Ministerial examinations
8.8.3. Writing
8.8.4. Speaking
8.9. Feedback
8.9.1. Formative
8.9.1.1. Grades
8.9.1.2. Comments
8.9.1.3. Notes
8.9.2. Corrective
8.9.3. Summative
8.9.3.1. Report card
8.9.3.2. Ministerial examinations
8.10. Alignment
8.10.1. learning purpose with assessment obejectives
9. Learning preferences
9.1. Visual
9.1.1. heavily influenced by IMAGES
9.1.1.1. ex.: Video Report
9.2. Aural
9.2.1. heavily influenced by SOUNDS
9.2.1.1. ex.: Radio Interview
9.3. Verbal
9.3.1. heavily influenced by SPEAKING
9.3.1.1. ex.: presentations
9.4. Physical
9.4.1. heavily influenced by MOVEMENT
9.4.1.1. ex.: Work stations
9.5. Logical
9.5.1. heavily influenced by REFLECTION
9.5.1.1. ex.: puzzle solving
9.6. Social
9.6.1. heavily influenced by INTERACTION
9.6.1.1. ex.: Role-Play
9.7. Solitary
9.7.1. heavily influenced by INDIVIDUAL
9.7.1.1. ex.: Essay
10. Affective Domain
10.1. Receiving
10.1.1. getting feedback
10.2. Responding
10.2.1. contributes with comments
10.3. Valuing
10.3.1. sharing own opinions while valuing others'
10.4. Organizing
10.4.1. accepts different viewpoints and creates new ones
10.5. Internalizing
10.5.1. collaborates with others
11. Domains of language
11.1. Pragmatics
11.1.1. language in use in context
11.2. Semantics
11.2.1. meaning of the words
11.3. Form
11.3.1. Syntax
11.3.1.1. arrangement of words
11.3.2. Morphology
11.3.2.1. the correct spelling of words
11.3.3. Phonology
11.3.3.1. the correct pronunciation of words
12. Succesfull Acquisition
12.1. Prior knowledge
12.1.1. pre-task
12.1.2. while task
12.1.3. pist task
12.1.4. concept remodelling
12.2. Meaningful
12.2.1. authentic tasks
12.3. Purposeful
12.3.1. learner centered
12.4. Adolescent
12.4.1. inwardly focused
12.5. Scaffolding
12.5.1. reduced over time
13. Learning Strategies
13.1. Self-regulation
13.2. Self-evaluation
13.2.1. Student
13.2.2. Teacher
13.2.2.1. through questionnaire
13.2.2.2. through journaling
13.2.2.3. through portfolio
14. Language Strategies
14.1. Communicative
14.1.1. verbal
14.1.2. non-verbal
14.1.3. visual
14.2. Linguistic
14.2.1. output
14.2.1.1. Spoeaking
14.2.1.2. Writing
14.3. Non linguistic
14.3.1. output
14.3.1.1. Pictures
14.3.1.2. Process
14.3.1.3. Graphs
15. Meaning vs Form
16. Monologue vs Dialogue
17. Accuracy vs Fluency
17.1. Accuracy
17.1.1. focus on form
17.2. Fluency
17.2.1. focus on meaning
18. Authentic task vs Pedagogical task
19. Output
19.1. Productive
19.1.1. Speaking
19.1.2. Writing
19.2. Response Processes
20. Productive Skill
20.1. Speaking
20.1.1. ex.: Tell me about your hobbies
20.2. Writing
20.2.1. ex.: Write about your favorite vacation
21. Authentic text vs Pedagogical text
21.1. Authentic
21.2. Pedagogical
22. Response process (MELS)
22.1. through Oral Interaction
22.2. through the Understanding of Texts
22.3. through the Writing of Texts
23. Bottom-up processing
23.1. "perception starts at the sensory input, [...] perception can be described as data-driven
24. Top-down processing
24.1. "pattern recognition through the use of contextual information"
25. Input
25.1. prompt
25.2. hook
25.3. problem to solve
26. Receptive Skill
26.1. Listening
26.2. Reading
27. Macroskill: Reading
27.1. Strategies
27.1.1. Predict
27.1.2. Visualize
27.1.3. Question
27.1.4. Connect
27.1.5. Identify
27.1.6. Infer
27.1.7. Evaluate
27.2. For general information
27.2.1. Skimming
27.3. For specific information
27.3.1. Scanning
28. Macroskill: Writing
28.1. Process approach
28.1.1. How student organize their writing
28.2. Product approach
28.2.1. what students write about
28.3. Taught/Learned
28.3.1. what is learned versus what is taught, not the same thing...
28.4. Low-stakes writing
28.4.1. practice through tasks that are not for grades
28.5. Distance in Space and Time
28.5.1. thinking about who reads the writing
29. Macroskill: Speaking
29.1. Reciprocal Communication
29.1.1. C1 Target - Interact Orally
29.2. Interactional vs Transactional
29.2.1. Interactional
29.2.1.1. ex.: have a conversation with your partner about...
29.2.2. Transactional
29.2.2.1. ex.: Find out what your partner likes about school and compare their answer with yours.
29.3. Acquired
29.3.1. "The only way to develop it, is to use it."
30. Macroskill: Listening
30.1. Authentic tasks vs Pedagogical task*
30.1.1. Authentic
30.1.2. Pedagogical
30.1.3. non-pedagogical
30.1.3.1. consequence
30.1.3.1.1. STAY AWAY!
30.1.3.2. reward
30.1.3.2.1. ONLY IN VERY RARE OCCASIONS!
30.2. Monologue vs Dialogue*
30.2.1. Monologue
30.2.2. Dialogue
30.2.3. Group discussion
30.3. Meaning vs Form*
30.3.1. Meaning
30.3.2. Form
30.3.3. Texts
31. Grammar
31.1. Meaning vs form
31.1.1. Meaning
31.1.1.1. ex.: "He is there, yesterday."
31.1.2. Form
31.1.2.1. ex.: "He WAS there yesterday."
31.2. Inductive vs deductive
31.2.1. Inductive
31.2.1.1. from specific to general
31.2.2. Deductive
31.2.2.1. from general to specific
31.3. Authentic vs pedagogical task
31.3.1. Authentic
31.3.1.1. ex.: Use the past to describe your last trip
31.3.2. Pedagogical
31.3.2.1. ex.: Correct the following text, put the verbs in the past.
31.4. Drilling
31.4.1. repetitive grammar exercises
31.4.1.1. NOT MY FAVORITE...
31.5. Corrective feedback
31.5.1. explicit
31.5.1.1. ex.:"It's tough, not tuff"
31.5.2. recast
31.5.2.1. ex.: "The steak was TOUGH"
31.5.3. elicitation
31.5.3.1. ex.: "What is another word for hard?"
31.5.4. metalinguistic
31.5.4.1. ex.: "I am looking for an adjective, the opposite of easy"
31.5.5. clarification
31.5.5.1. ex.: "Sorry, what was that word again?"
31.5.6. repetition
31.5.6.1. ex.: "The steak was...TUFF?"
31.5.7. modelling
31.5.7.1. ex.: "The steak was TOUGH." - "The steak was tough."
31.6. Accuracy
31.6.1. the correct form
32. Pronunciation
32.1. Word stress
32.1.1. weak
32.1.1.1. individual word
32.1.1.1.1. ex. 'a' car
32.1.1.1.2. ex.: 'the' pot
32.1.1.2. within the word
32.1.1.2.1. ex.: pa'rody'
32.1.1.2.2. ex.:'pur'port
32.1.2. strong
32.1.2.1. individual word
32.1.2.2. within the word
32.1.2.2.1. ex.:'flow'er
32.1.2.2.2. ex.: car'toon'
32.1.3. emphasis
32.1.3.1. proscribed
32.1.3.1.1. ex.: 'i'cicle, not i'ci'cle
32.1.3.2. content
32.1.3.2.1. ex.: I 'ATE' my car
32.1.3.3. effect
32.1.3.3.1. ex.: That is 'FAN'-tastic!
32.2. Sentence stress
32.2.1. Content
32.2.1.1. ex.: you 'ATE' my 'SOUL'
32.2.2. Structure
32.2.2.1. EXAMPLE
32.2.3. Timing
32.3. Content words
32.3.1. stress
32.3.2. meaning
32.3.3. vocabulary
32.4. Structure words
32.4.1. pronouns
32.4.2. articles
32.4.3. determiners
32.5. Intonation
32.5.1. Speech
32.5.2. Diction
32.5.3. Elocution
32.5.4. Delivery
32.5.5. Articulation
32.5.6. Timing
32.5.6.1. Presentations
32.5.6.2. Discussions
32.5.6.3. Speeches
32.5.6.4. Debates
32.5.6.5. Informal
32.6. Phonemes
32.7. Monothong
32.8. Dipthong
33. Vocabulary
33.1. Lexis
33.1.1. all the words in a language
33.1.1.1. ex.: vocabulary pertaining to food
33.2. Active
33.2.1. words you understand and use
33.2.2. noticing and testing
33.3. Passive
33.3.1. words you understand but don't use
33.3.2. words aborbed through content
33.4. Collocations
33.4.1. grouping of words that usually go together
33.4.1.1. ex.: pick up
33.5. Cognates
33.5.1. common etymological origin
33.5.1.1. ex.: respond
33.6. False cognates
33.6.1. seem to have common origin, but do not
33.6.1.1. ex.: adverstisment