French

Language learning can be difficult and exhausting work so incorporating technology in the form of online games is one way to keep students engaged and involved in the learning process. Online games and activities provide students with the opportunity to practice a variety of skills outlined in the Ontario Language and Media Literacy curriculum including the ability to identify sight words, parts of speech, proper grammar and the opportunity to practice both their reading and spelling skills.

French language learning is a worthwhile and wonderful pursuit for those of any age! Yet, in order to gain or maintain proficiency, frequent practice is crucial. In Ontario, the teaching of French is mandated for both the elementary and secondary school setting. There are many other FSL learners that are desiring fluency for career-related reasons. Online games and activities provide FSL pupils with the opportunity to attain and practice their skills in the domaines of reading, writing, listening, speaking and culture. Collective proficiency in each of these areas amalgamate to harmonized fluency. The following online linguistic resources will aid FSL educators and other language enthusiasts increase engagement and achievement in their scholastic journey!

GAMIFICATION RESOURCES TO ENHANCE FRENCH LANGUAGE LEARNING...

1. FluentU

Grade Levels: All!
This multifaceted program allows students to view interesting videos and content from Francophone speakers all over the world. Content includes captions and subtitles with explanations to help in the acquisition of vocabulary and understanding of content. Assessment is built into the application as students complete quizzes using real-world videos. Learning with this program is engaging for students and authentic! Finally, the usage of this program is personalized as students can choose the content and videos of interest to them.
https://www.fluentu.com/

Curriculum Connections:

Applicable to the Ontario Curriculum at the elementary and secondary level. As an example, here are the curriculum connections for one particular FSL course.
- Grade 9 Core Academic French
  - A3.1 Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities
  - A3.2 Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities
  - C1.3 Reading with Fluency: read a variety of French texts containing familiar names, words, and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text
  - C1.4 Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions
  - C3.1 Intercultural Awareness: using information from a variety of French texts, identify French speaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities
  - C3.2 Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse French speaking communities

Meaningful Implementation:

This could be purposefully included in a course in relation to a portfolio assignment. Over the duration of the semester, students are to document their completion, viewing and participation in various activities, videos and quizzes. This could be completed in class if time permits or at home to further practice and solidify in class learnings.

Stockists

2. Duolingo

Grade Levels: All!
This online resource scaffolds the language learning process by giving students a diagnostic assessment of their skills and structuring the content forward from this point. This application is easily accessible on a computer or portable device and awards students points and "streaks" for their usage and successful completion of different modules. Students of any age can benefit from this application and reinforce their grammatical, vocabulary, reading, writing, oral and listening capacities!
https://www.duolingo.com/

Curriculum Connections:

Applicable to the Ontario Curriculum at the elementary and secondary level. As an example, here are the curriculum connections for one particular FSL course.
- Grade 5 Core Academic French
  - A1.2 Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts containing familiar words and expressions about themselves, family, friends, and their immediate environment, with contextual and visual support
  - B1.2 Producing Oral Communications: using familiar words and expressions, produce brief, rehearsed messages in French containing information and ideas about themselves, family, friends, and their immediate environment, with contextual, auditory, and visual support
  - B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in brief, rehearsed communications about personal and familiar topics
  - C1.2 Reading for Meaning: demonstrate an understanding of French texts containing visuals and familiar names, words, and expressions, with teacher support as required
  - C1.3 Reading with Fluency: read texts containing familiar words and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text
  - C1.4 Developing Vocabulary: use a few vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new and unfamiliar words

Meaningful Implementation:

This application is enjoyed by many! Educators can create a leaderboard in the classroom to see in their spare time which students are completing the most modules and collecting different "badges" and awards during their play. The use of this application could also be done at home or after coursework has been completed to reinforce in class learnings.

3. Languagenut

Grade Levels: All!
This language learning platform is multifaceted in that it builds student proficiency in the four strands of reading, writing, listening and speaking. There is also a focalization on sentence building and grammatical precision. A range of activities, lesson plans and automatic marking is available on the platform which allows for quick feedback and assessment of student progression.
https://www.languagenut.com/en-ca/

Curriculum Connections:

Applicable to the Ontario Curriculum at the elementary and secondary level. As an example, here are the curriculum connections for one particular FSL course.
- Grade 10 Academic Extended French
  - A1.2 Demonstrating Understanding: demonstrate an understanding of oral French texts about academic and familiar topics, including literary texts, with support as appropriate
  - A2.2 Interacting: respond with understanding to what others say while participating in interactions about academic and familiar topics, including literary topics, in formal and informal situations
  - B1.2 Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about academic and familiar topics, including literary topics, with support as appropriate
  - B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about academic and familiar topics, including literary topics
  - B1.5 Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately
  - C1.2 Reading for Meaning: demonstrate an understanding of a variety of literary, informational, and graphic French texts, including short, challenging texts and texts used in real-life situations
  - C1.4 Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary
  - D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and familiar topics, including literary topics, applying their knowledge of the structural and stylistic elements of each form
  - D1.4 Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation
  - D2.1 Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources

Meaningful Implementation:

This could be purposefully included in a course in relation to a portfolio assignment. Over the duration of the semester, students are to document their completion, viewing and participation in various activities and assessments. This could be completed in class if time permits or at home to further practice and solidify in class learnings.
If a teacher chooses, the lesson plans available could be used and the assessments could be monitored to inform feedback and grading in the course.

4. Mind Snacks

Grade Levels: 3-8
This application gamifies the foundational aspects of language learning. Its resources are ideally suited for a younger group of students as it builds and reinforces the basics of French vocabulary, grammar and short phrases. There are tons of interactive visual supports aiding young language learners attribute meaning to foreign language words. Finally, Mind Snacks is reviewed as making language learning "fun" and therefore boosting student motivation to continue playing and learning!
http://www.mindsnacks.com/
https://apps.apple.com/us/app/id409947305?mt=8

Curriculum Connections:

Applicable to the Ontario Curriculum at the elementary and secondary level. As an example, here are the curriculum connections for one particular FSL course.
- Grade 4 Academic Core French
  - C1.2 Reading for Meaning: demonstrate an understanding of French texts containing visuals and familiar names, words, and phrases, with teacher support as required
  - C1.3 Reading with Fluency: read texts containing familiar words and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text
  - C1.4 Developing Vocabulary: use a few vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new and unfamiliar words
  - D1.2 Writing in a Variety of Forms: write a variety of age- and grade-appropriate French texts, applying their knowledge of the basic structural and stylistic elements of each form

Meaningful Implementation:

This could be implemented as a pre- or post-lesson activity that the whole class does together on their personal technological devices for 10-15 minutes (i.e. classroom set of iPads or Chromebooks.)
As routine is key for young students, this will make the beginning or end of each lesson fun and predictable! They will be content in seeing their progress and possibly play it at home with their parents!

5. Speax

Grade Levels: All!
This application that was recently developed by the University of Toronto is a simulation language learning experience. It allows students to engage in simulated conversations, travels and communications with virtual native speakers. Although it is simulated, students are able to test their communicational abilities with Francophones and travel to Paris while accumulating cultural knowledge. It is a great immersive language learning experience without spending the money on a flight ticket!
https://www.speax.app/

Curriculum Connections:

Applicable to the Ontario Curriculum at the elementary and secondary level. As an example, here are the curriculum connections for one particular FSL course.
- Grade 12 Open French Immersion
  - A1.2 Demonstrating Understanding: demonstrate an understanding of oral French texts about a variety of topics, including challenging texts, with contextual and visual support
  - A2.1 Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in social interactions and interactions about everyday matters
  - A2.2 Interacting: respond with understanding to what others say while participating in sustained interactions about a variety of topics, in formal and informal situations
  - A3.1 Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities
  - A3.2 Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities
  - B1.2 Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about a variety of topics, including challenging topics, with contextual and visual support
  - B1.3 Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about a variety of topics
  - B1.5 Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately
  - B2.1 Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations
  - B2.2 Interacting: engage in sustained spoken interactions in French (prepared and spontaneous), in a variety of contexts, about a variety of topics, including challenging topics
  - B3.1 Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities
  - B3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in spoken interactions

Meaningful Implementation:

This application is an amazing way to simulate the immersive experience of French language exchange! Students could complete a certain number of hours using this application a week and keep a reflective journal of their progress, strengths and weaknesses.
This application could also be implemented for homework or as a part of a comprehensive language portfolio.

6. Pass Culture

Grade Levels: Intermediate-Senior Grade (7-12) or for advanced young learners
This application was created by the French government to help promote French culture and art amongs youth. The application uses geolocalization software to show you the various events and cultural happenings taking place near you. Not in France? That's okay! You can still view and explore the various offerings, museums, and events taking place and what they have to offer.
https://pass.culture.fr/

Curriculum Connections:

This application applied to the Intercultural Understanding strand in each grade and level of the Ontario FSL curriculum. As this application is suited for native French speakers, it should be used with an advanced or older student audience that will be challenged but still able to understand and benefit from this cultural resource.

Meaningful Implementation:

This application would be effectively included in a language learning portfolio to help students explore Francophone communities and their diverse cultural makeups.
This application could also be used as a part of cultural classroom teachings whereby groups explore different regions and cultural happenings to plan an excursion together.

FURTHER SUBJECT-SPECIFIC RESEARCH...

Chik, A. (2011). "Learner autonomy development through digital gameplay." Digital Culture & Education, vol. 3, n° 1, pp. 30-45. http://www.digitalcultureandeducation.com/uncategorized/dce1045_chik_2011_html/
Chik, A. (2014). "Digital gaming and language learning: Autonomy and community." Language Learning & Technology, vol. 18, n° 2, pp. 85-100. http://www.lltjournal.org/item/2857
Cruaud, C. (2016). "The playful frame: gamification in a French-as-a-foreign-language class." Innovation in Language Learning and Teaching. pp. 1-14.
Silva, H. (2008). Le jeu en classe de langue. Paris: CLE international.
Sykes, J. E. & Reinhardt, J. (2012). Language at play: Digital games in second and foreign language teaching and learning. New York: Pearson Higher Ed.
Zourou, K., Potolia, A., & Zourou, F. (2017). "Informal social networking sites for language learning: insights into autonomy stances." In Cappellini, M. et al. pp. 141-167.