English as a Second Language, Enriched Programs

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Culture

In the Secondary Cycle One and Cycle Two EESL programs, the Culture section consists of three aspects: aesthetic (cultural products), sociological (daily life practices) and sociolinguistic (communication conventions). EESL students explore these aspects by discovering the inherent cultural content in the authentic texts used in the classroom. They become aware of different beliefs, values, traditions, customs and cultural products from the English-speaking world. Experiencing culture enhances students’ learning of the English language and contributes to the lifelong development of their world-view.

At the elementary level, students explored cultural products such as songs, stories, movies, traditions related to celebrations, and idiomatic expressions from different English-language cultures. Due to their increased exposure to the second language, EESL students at the secondary level bring a greater knowledge of English language culture to the classroom. Throughout the secondary level, EESL students draw upon previously acquired knowledge as they continue to listen to, read and view texts in order to further enrich their knowledge of cultural products, daily life practices and communication conventions of English-language cultures in Québec, the rest of Canada and throughout the world.

In Secondary Cycle One and Cycle Two, EESL students construct knowledge of English-language cultures by exploring the three aspects of culture. They discover similarities and differences with their own culture and incorporate this new knowledge as they communicate with others, both orally and in writing. By the end of Secondary Cycle Two, EESL students are better able to select and integrate appropriate cultural knowledge in their social interactions and in their own written and media texts with increasing autonomy. Throughout the secondary level, they reflect on their knowledge of the three aspects of culture in order to better understand and appreciate their own culture as well as different English-language cultures.

Integrating the different aspects of culture into the EESL classroom supports the development of the three ESL competencies: Interacts orally in English, Reinvests understanding of texts and Writes and produces texts.

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Culture
Student constructs knowledge with teacher guidance.
Student applies knowledge by the end of the school year.
 
Student reinvests knowledge.

E: The letter E shows links between the elementary- and secondary-level ESL programs.

Elementary

Secondary
Cycle
One
Cycle
Two
  1. Aesthetic Aspect
    (i.e. cultural products such as cinema, literature, plays, music, media that represent English-language cultures)
  1 2 3 4 5
    1. Explores cultural products from English-language cultures
E
    1. Compares targeted cultural products from English-language cultures with own culture
   
    1. Incorporates knowledge of targeted cultural products from English-language cultures in own written and media texts
   
  1. Sociological Aspect
    (i.e. daily life practices related to areas such as family, relationships, pastimes, customs, heroes, history)
  1 2 3 4 5
    1. Explores daily life practices from English-language cultures
E
    1. Compares targeted daily life practices from English-language cultures with own culture
   
    1. Incorporates knowledge of targeted daily life practices from English-language cultures in own written and media texts
   
  1. Sociolinguistic Aspect
    (i.e. communication conventions such as social conventions, paralinguistic skills, language code, humour)      
  1 2 3 4 5
    1. Explores communication conventions from English-language cultures
E
    1. Compares targeted communication conventions from English-language cultures with own culture
   
    1. Uses knowledge of targeted communication conventions from English-language cultures to understand and communicate with others
   
  1. Reflecting on the Three Aspects of Culture       
  1 2 3 4 5
    1. Uses various means to reflect on knowledge of the targeted aspects of English-language cultures (e.g. self-evaluation tools, class discussions, journals)
   

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