Calgary Board of Education (CBE) students bring over 130 languages into our learning environments every day. Honoring the richness and sharing the cultural and linguistic realities of our global society has become a key component in helping students learn the skills and competencies required for the 21st century. Having a second language is one of these competencies.

Alberta Education’s Impact of Second Language Education study highlights the numerous benefits second language learning provides for fostering academic and personal development in every student. At the CBE, our commitment is that each student, starting in grade 4, will learn a second language. For more information on the languages we offer, check out: http://www.cbe.ab.ca/programs/languages/default.asp

Here are some of the ways that second language learning has impacted CBE learners.

Since its introduction in the mid 1970’s, French Immersion has been a popular alternative program in the CBE. It has grown from a small group of students, to a vibrant population today of 7,000 plus students.

Currently, 24 schools in the CBE offer the immersion experience : 12 elementary schools, 1 middle school, 7 junior high schools and 4 high schools.

The CBE offers two entry points into the program.

Immersion Early Immersion

begins in Kindergarten or Grade 1 and

Late Immersion

also known as

Continuing

begins in Grade 7. Students in both of these programs are immersed in the French language and culture. Immersion uses an approach to teaching second languages that is referred to as integrated, content-based, communicative, or functional instruction. The most distinctive feature of immersion programs is the use of French to teach regular academic subjects, such as mathematics and science. Immersion students demonstrate the same levels of achievement in these subjects as students do in their first language. At the same time, they are acquiring advanced levels of functional proficiency in French.

Early Immersion students receive 100% of their instruction in French until Grade 3, at which point English Language Arts is introduced. In Grade 7 options are taught in English and approximately 65% of instruction is in the French language. Students entering the late immersion program in Grade 7 learn the language at a surprisingly rapid rate. Already possessing a solid foundation in all areas of learning, transference of reading and writing skills are usually achieved with ease. Students in the Late Immersion program receive instruction in French in the core subject areas: French Language Arts, Science, Math and Social Studies. Options and English Language Arts are offered in English. In the CBE, the late immersion students and the continuing immersion students are integrated in Grade 9. This provides many opportunities for the two populations to interact and share experiences and tasks together that benefit both groups.

Throughout their immersion experience, students are invited into the French culture through numerous activities such as song and dance, drama and art. Technologies such as e-pals play a crucial role in learning by eliminating the physical distance between cultures. Visits from various artists, be they musicians, authors, dancers, or singers add interest and enjoyment for the immersion learner. The organization of various cultural activities such as

carnaval

,

semaine de la francophonie, French for the Future, and trips to Québec

augments the linguistic and cultural components of the program and contributes to the overall learning experience of each student.

In High School, students continue to build on their second language skills, taking French Language Arts, and Math and Social Studies in French. All other subjects are in English. They participate in a variety of activities that help consolidate their learning such as debates, concours oratoire (speech competitions), and drama competitions. By experiencing success in these relevant learning experiences, students see the potential of using French throughout their adult lives.

Grade 12 French Immersion graduates are awarded a French Immersion certificate at a celebration ceremony. This recognizes the hard work and effort that they have devoted to learning French over several years. These graduates leave the CBE well equipped to be 2lst Century learners and better prepared to find their place in the global community.

For more information on French Immersion program opportunities at the CBE, go to: http://www.cbe.ab.ca/programs/languages/default.asp

.

Historically, the Calgary Board of Education (CBE) has offered second language learning opportunities since its inception. As of 2006/07, all students beginning in Grade 4 will learn a second language other than English. The vision of the second language initiative is that students will be able to communicate and interact in more than one language. This is achieved through daily instruction in a second language. Second language programs are different from Bilingual and Immersion Programs.

The Calgary Board of Education Offers:

Chinese/Mandarin

Language & Culture

Cree/Blackfoot

Language and Culture

French

as a Second Language (FSL)

German

Language and Culture

Japanese

Language and Culture

Spanish

Language and Culture

Korean

Language and Culture To find the location of the above language schools, click on the following link; FSL/ Language and Culture Programs in CBE In all second language learning, students are exposed to the language and its culture. This cultural awareness prepares students for participation in the global environment. Our 21st century learners are global citizens who connect with the world’s cultures through travel and online communications.

In an effort to expand students’ experiences in the second language, schools offer trips to the province of Quebec and other countries where the second language is spoken.

There are also a variety of field trips in and around Calgary. For example, students learn about the maple sugar tradition and experience the

tire d’érable

(sugar pull). Many performers visit our schools. Students are taught how to play the wooden spoons and other instruments as well as how to sing in the second language. Some schools have a carnival and others have a French café. There are video-conferences with Spanish speaking students, Flamenco and Cuban dancing, and the Chinese New Year celebration, to name a few cultural opportunities. Many students have e-pals from around the world. Several groups of students experience the cuisine and culture of a specific language tradition at a local restaurant. Learning a second language is much more than learning to speak the language.

and living a different culture. Appropriately

,

UNESCO has declared It’s also about learning

2008 to be the International Year of Languages

with the motto

Languages Matter

.

In the past 10 years, CBE has added three exciting alternative language learning program choices for CBE families! Bilingual programs begin in Kindergarten or grade 1 and provide up to 50% of instruction in the target language and 50% in English every day. Our International Bilingual Programs offer rich opportunities to experience the culture of the target language as part of daily learning, thereby promoting not only personal growth but global understanding.

In 2007/08, the Chinese (Mandarin) program , was housed at Langevin School, offering learning opportunities in Chinese from K – 9, including significant cultural events like Chinese New Year celebrations. In September 2008, grades K-6 relocated to King George School to provide continued expansion of the program.

Students also have the opportunity to learn German at Bowcroft School. Now in its seventh year, we look forward to the start of junior high German Bilingual at Thomas B. Riley in September 2009. Last year Bowcroft School successfully piloted the Sprachdiplom test, which provided the first international language credentialing opportunity for CBE students.

The Spanish Bilingual program opened a south middle school at Robert Warren in September 2008, which complements the north middle school opened at Senator Patrick Burns in 2006. These expansions follow booming growth at all four Spanish Bilingual elementary schools: Collingwood, Canyon Meadows, Westgate and Dalhousie. Students and staff at these schools have the opportunity of being partnered with the Spanish Ministry of Education and are therefore recognized as International Spanish Academies. CBE will have the honor of expanding to the first International Spanish Academy high school in Canada at William Aberhart in 2009.

International career opportunities, improved academic potential, intercultural understanding, and enhanced citizenship awareness are just a few of the benefits experienced by bilingual program students. These students live a new life in Chinese, German or Spanish, on a daily basis and understand very well why

Languages Matter.

Two Collingwood School teachers and one of our Visiting Teachers from Spain, Danielle Boltres, Patricio Inostroza and Señorita Rosa Costa Celda , were among the finalists for the Cristóbal de Villalón prize. Their entry “Los Niños de Primaria Navegan Con Cristóbal Colón” (Primary School Students Sail with Christopher Columbus) was acted and directed by Grade Two and Four students from Collingwood School. This film can currently be viewed on our CBE Global Connect website. This prestigious award is presented in Valladolid, Spain annually. The committee reviewed 38 submissions from around the world and selected only 5. The other finalists were from France, México, Florida and Brasil. This is the third annual award from this committee: These same teachers won the first first place award for their film “Don Quixote” two years ago. This same team of exceptional teachers recently received the Association for Supervision and Curriculum Design “Celebrating Innovative Practice Award” for the same film. The attached photo was taken of Sr. Inostroza and Sra. Boltres as they received the ASCD award.

Every year CBE students from our French Immersion programs and French Second Language classes visit the province of Quebec to experience the language and culture of our sister city. It is an opportunity to apply some of their learning of the French language and also an opportunity to experience the French Canadian culture first hand.

A Grade 9 student shares “This trip was something I’ve been looking forward to since Grade 7, and it was an amazing experience to see somewhere so unlike Calgary… I was able to learn a lot about the French culture and history, and it was neat to see all the different architecture.” Students used words like “amazing,” “worthwhile,” “interesting,” “memorable,” and of course, “fun” and “educational” in their responses to a questionnaire on their trip to Quebec. A teacher echoed the students in saying that after studying French for 13 years this experience “revalidated” her studies. “It was terrific having the chance to practice what I’ve studied so hard for!” A week passes by quickly when there is so much to see, taste, say and do. Of the many pre-planned activities, the following are some of the cultural highlights the students mentioned: architecture, food, music, history, art and artisanship.

One student spoke about the value he now places on a second language, saying: “I am trying harder to learn French. When I was there I was trying very hard to communicate with people so I’m going to improve my French and go back.” Several students expressed a similar desire. What a wonderful opportunity to motivate students to even greater achievement! Each student was asked to think about how the value of learning a second language had been impacted by their experience. This might be summed up by this student’s comment. “It has definitely changed, in a good sort of way.” When asked to respond personally to why they think “Languages Matter,” students categorically agreed that communication with others in their own spoken languages is so important. They talked about a “limit for where you can go and who you can talk to if you only know one language.” It was repeatedly voiced that languages matter for career choices, traveling, breaking down barriers, and that “languages are the voice of different cultures.” CBE students are united in stressing how important it is to experience a visit to Quebec. They are also united in their vision for a school, a community, and a world that honours all its diverse cultures and languages. They are truly 21st Century learners living a global reality.

“[Our trip to Quebec] showed us the language was real and [that] we have learned enough over three years to communicate in French.” Student comment.

On May 15, Grade 1 and 2 students of Bowcroft School’s German Bilingual Program participated in the University of Calgary’s second annual German Day. Since the Department of Germanic, Slavic and East Asian Studies hosts this event primarily for high school students to provide them the opportunity to showcase their language skills through skits, videos and poetry competitions, we were especially pleased to have been invited.

The audience was impressed and delighted with the performance and language abilities of our children. It included a video, “Tom und der Milchreis mit Zucker und Zimt” and two songs sung on site, “Wir spielen so gerne Fußball“ and “Bei uns zu Hause in der Küche“.

Subsequently, we were treated to lunch on the lawn outside Craigie Hall, which consisted, of course, of that most typical of all German meals, Bratwurst on a bun. Yummm!

Our young students were proud to have had this opportunity and were wonderful ambassadors for our school, our program and the CBE.

Children in Central America and the Caribbean are, in some cases, touching their first storybooks thanks to Spanish and French second language students at Centennial High School. “I don’t think there is any better way to apply learning a second language than using it to help people in need. These books are just a small way to bring happiness to children and support the larger picture in developing nations” said Sara, one of the students involved in the project. Students in Ms. Taks’ language class at Centennial High School have been writing and illustrating storybooks for school children in Nicaragua, Mexico and Haiti since early 2007. They partner with community organizations that deliver the books directly to the schools. Recently, students Sarah, Mary, Jamie and Maddison had the opportunity to personally deliver the books to children in Mexico. how much a children’s book would bless these kids until you have witnessed their little faces light up at something that we take for granted every day.” Mary, another student, commented, “You don’t truly know After personally witnessing and commenting on the lack of resources at a school in Nicaragua, Ms. Taks’ niece had the inspirational idea of getting her aunt to invite her language class students to take action. “The project became very meaningful for them and they put their …

whole hearted effort into creating the books,” observed Ms. Taks. The books are written, illustrated and bound in the classroom.

The language students work with a children’s author and fellow art students, as well as partner with community agencies to share their stories with children who may have never owned a book before.

“I would recommend this project to others!” exclaimed Jamie, another student in the project.

“Even though my contribution of one book was small and seems pretty insignificant, it can actually make a difference to a child in another country. And when there is a whole class, a whole bunch of books can become one giant happy present for some little kids!”