I also explored the learning continuums from the PYP language scope and sequence, but didn’t feel they were written with an additional language learner in mind. The assessment grid that goes with the framework is my anchor whenever I need to plan a unit or whenever I have a doubt about language learning, teaching, or assessment. For these units, I usually selected one or two lines of inquiry that best highlighted the connection I saw to the unit… and that’s where the fun began!Īfter recognizing potential connections, I immediately revisited the Common European Framework of Reference for Languages (CEFR). These are the standards I most prefer when teaching a second language.
I found that the big ideas in these units often aligned with the mindset we are developing in the French classroom and addressed cultural competencies that are part of the curriculum. What were the big understandings they hoped to explore in the unit, and how might French be used as a tool for uncovering these meanings? I naturally found myself drawn to more social studies or social emotional units- usually under the themes How We Express Ourselves, How We Organize Ourselves, and Who We Are. In our first discussion, we talked about the Grade 3 units. I saw the role for developing knowledge and skills, but what might I teach my students in regard to conceptual understandings – a major focus of the framework? You will improve your fluency if you have the knowledge (vocabulary, grammatical structures…) and you practice in order for that skill to become automatic. A factor that initially caused some tension for me, was the fact that learning an additional language did not feel like it fully fit within the PYP framework. To me, learning a language is mostly a competency.
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