Speaking with a colleague the other day about weighing student feedback in course construction (prompted by the above meme), they remarked that in student surveys a few of their students requested more grammar worksheets. Should this student request be honoured, or is there more to the matter? I wrote this post to offer my thoughts.
If one were to stack, one atop the other, every worksheet handed out to students in the last 30 years of Ontario FSL education, the pile would likely reach the moon. Similarly, stacking every Ontario citizen who went through the program, yet, did not speak French, or value language learning as a result of it, one might just reach the planet Mars. That’s, in part, because the teach + worksheet + test + repeat model hasn’t benefitted anglophone students in elementary and secondary second language programs. Peu importe the addition of the “activity” or “game” between teach and worksheet steps (though, it is a step in the right direction).
Consequently, the message conveyed in the above-pictured meme, can be particularly funny to FSL educators. It encapsulates our current understanding of (and pokes fun at) what schools and older curriculum got wrong about learning, and, specifically, language learning. While spot on in its reflection of the ethos, the meme is also factually inaccurate. Let me explain.
Students, like everyone, typically want to do well. That is to say, all things equal, if given the choice of two scenarios, whatever the subject matter, between an academically positive result and a negative result, students will choose the former. Moreover, whether actual learning has occurred or not, does not factor in at all. It does not matter if a positive result is actually tied to genuine learning. An A+ without learning is preferred over a D- with learning. I’ll avoid getting into the #TTGO debate at this point (spoiler: feedback trumps grades).
In FSL, vocab and verb conjugation worksheets have always provided an avenue for learners to achieve a positive result, and associated positive feelings, without actually providing them with an increase in practical language ability, beyond the ability to complete worksheets. Thus, it is no surprise that many students enjoy worksheets. In fact, it is just as unsurprising for me that I have heard, verbatim, students in my Core French classes say “that was an awesome worksheet” more than once!
This piece of student feedback, that some of my students want to do pencil and paper work, does not invalidate the evidence-based methodology outlined in the CEFR. It merely underscores the need for our students to unlearn a lot of the ineffective practices perpetuated for years in Ontario schools.
The dichotomy in modern education reform is most succinctly expressed as playing school vs. learning (paraphrased from this epic video by Prince Ea). By actively exploring and implementing CEFR practice in Core French classrooms, and focusing on spoken interaction and spoken production, we disrupt ineffective pedagogical mentalities (playing school), however well intentioned and comforting they seem to be.
This may sound extreme, but I equate statements like “I hate French”, “when am I ever going to use this?” and “that was an awesome worksheet” all as products of the same pedagogical mindset. They are calls to action to improve my practice by avoiding things that didn’t work that last time I tried.
In response to students who ask for more grammar worksheets, I would simply, and honestly, ask them to show me how sheets are helping them speak and act in another language. I’ll go with anything that works.
If you got this far, please take the time to respond in the comments and tell me what you think. If you have an idea to share, consider writing your own blog post.
This post was written by Philippe Croteau.
About Philippe: Usually teaches grades 6,7 and 8 Core French in SCDSB public schools and loves it. He has a Twitter @pcroteauirt, where his opinions are his own. Philippe thinks F/E dictionaries are better than Word Reference and Bon Patron, because at least the dictionary will allow you to not learn French in the event of a power outage or Zombie apocalypse. He learned what adverbs were in University, and probably didn’t know what adjectives were, really, until teacher’s college. Speaks Japanese (B1), German (A1) on top of the usual ones. Also, he enjoys long walks on beaches and ice cream.
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