Gosse, Douglas (1997) Historical fiction, drama, and journal infusion in grade nine, early French immersion history: a curriculum guide using Enfants de la rébellion. Masters thesis, Memorial University of Newfoundland.
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English and EFI programs should be as parallel as possible (Newfoundland & Labrador, Report of the Policy Advisory Committee on French Programs, 1986). However, in EFI, non-language arts subjects such as history are not emphasized enough, with fewer instructional and pedagogical resources to aid FI facilitators and students. The current history text, L’Expérience canadienne, des origines à nos jours (Couturier. 1994), was designed for francophones; no consideration was made for the second language classroom. Linguistically, it is too advanced for FI, and a narrow Canadian perspective is evident that focuses on Lower and Upper Canada. Women, Native, and Newfoundland perspectives are under-represented, to but mention a few. Like the text, the facilitator's guide, Histoire 9e Année, Guide Pédagogique, version préliminaire (Newfoundland and Labrador, 1996) is content oriented and does not allude to the language context of FI. -- This project explores the versatility and advantages of implementing historical fiction, drama, and journals into EFI grade nine history within a communicative framework of cooperative learning. Designed to provide theoretical background and fresh strategies to second language facilitators, this guide also contains daily lesson plans for study of Enfants de la rébellion (Julien, 1991), in which some EFI, grade nine history and French curriculum outcomes can be combined in a context that is meaningful, relevant, enjoyable, and experiential for students. Students' social, analytical, temporal, thematic, metacognitive, and French language skills should increase as they progress through these daily lesson plans, or as facilitators implement some of the ideas and strategies from this guide. -- In addition, this curriculum guide is facilitator friendly while encouraging optimal enjoyment and learning for FI students. Historical fiction, drama, and journal techniques are designed using research from cognitive, metacognitive, and cooperative learning theories, and are discussed specifically in the context of EFI, grade nine history. However, they may be adapted to other grade levels, courses, and programs, such as senior high, LFI, and the English stream.
|Item Type:||Thesis (Masters)|
|Additional Information:||Bibliography: leaves 163-174.|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||Julien, Susanne--Enfants de la rébellion; French language--Study and teaching--Immersion method|
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