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We offer a Core French language program to all students beginning in Grade 4.
Why is it important to learn French?
The Ontario Ministry of Education states, “The ability to speak and understand French allows students to communicate with French-speaking people in Canada and around the world, to understand and appreciate the history and evolution of their cultures, and to develop and benefit from a competitive advantage in the workforce. While the knowledge of any language has value, French is not only a global language, but also the mother tongue of many Canadians and an integral part of the Canadian identity. Learning French allows students to communicate with French-speaking Canadians and millions of French speakers around the world.”
Studying French as a Second Language offers students positive outcomes, such as:
- enhanced problem solving, reasoning and creative-thinking skills;
- increased awareness of how languages and cultures interconnect;
- open-mindedness, patience, and mental flexibility;
- greater awareness of global issues;
- opportunities to participate in exchange programs, cooperative education or volunteer experiences using French;
- additional opportunities to study language in post-secondary education; and
- expanded career opportunities and much more.
Adapted from the French as a Second Language (FSL) Curriculum 2013 (Ontario Ministry of Education).
Core French at Durham Catholic District School Board:
DCDSB students in Grades 10 to 12 share why they continued to take French beyond Grade 9 and why learning French is important. Watch the video below:
How is Core French taught?
Core French instruction begins in Grade 4 and is offered to the end of Grade 12. Students must complete one credit of Core French to graduate from secondary school. From Grades 4 to 8 students will receive a minimum of 600 hours of French instruction (40 minutes daily) in the following areas:
- Oral communication - listening and speaking;
- Reading; and
- Writing.
How can parents or guardians ease the adjustment?
All children experience a period of adjustment. The amount of time varies with each child. It is important that parents/guardians communicate with their child that this initial period, which may be frustrating, is entirely normal and that he/she is not alone. Parents/guardians should remain positive about the program and demonstrate interest in their child's/children's new learning.
Resources to support parents can be found here.