{"id":23073,"date":"2017-12-12T15:04:35","date_gmt":"2017-12-12T14:04:35","guid":{"rendered":"http:\/\/www.accompagnementfga.ca\/esl\/faq-copy\/"},"modified":"2021-12-07T15:11:14","modified_gmt":"2021-12-07T14:11:14","slug":"faqprogram","status":"publish","type":"page","link":"https:\/\/www.accompagnementfga.ca\/esl\/faqprogram\/","title":{"rendered":"Frequently Asked Questions Program and DED Information"},"content":{"rendered":"

[vc_row row_type=\u00a0\u00bbrow\u00a0\u00bb use_row_as_full_screen_section=\u00a0\u00bbno\u00a0\u00bb type=\u00a0\u00bbfull_width\u00a0\u00bb text_align=\u00a0\u00bbleft\u00a0\u00bb css_animation=\u00a0\u00bb\u00a0\u00bb][vc_column][vc_column_text][\/vc_column_text][vc_separator type=\u00a0\u00bbtransparent\u00a0\u00bb border_style=\u00a0\u00bb\u00a0\u00bb][vc_separator type=\u00a0\u00bbtransparent\u00a0\u00bb border_style=\u00a0\u00bb\u00a0\u00bb][\/vc_column][\/vc_row][vc_row row_type=\u00a0\u00bbrow\u00a0\u00bb use_row_as_full_screen_section=\u00a0\u00bbno\u00a0\u00bb type=\u00a0\u00bbfull_width\u00a0\u00bb text_align=\u00a0\u00bbleft\u00a0\u00bb padding_bottom=\u00a0\u00bb60″ css_animation=\u00a0\u00bb\u00a0\u00bb][vc_column][vc_accordion active_tab=\u00a0\u00bbfalse\u00a0\u00bb collapsible=\u00a0\u00bbyes\u00a0\u00bb style=\u00a0\u00bbaccordion\u00a0\u00bb][vc_accordion_tab title=\u00a0\u00bbQuels sont les param\u00e8tres des \u00e9valuations pour les cours optionnels? What are the parameters for the optional course evaluations? \u00ab\u00a0][vc_column_text]\"NewCliquez ici<\/a>\u202fpour\u00a0consulter un document portant sur\u00a0les\u00a0param\u00e8tres\u00a0des \u00e9valuations\u00a0pour\u00a0les\u00a0cours\u00a0optionnels.\u00a0Ces informations ont \u00e9t\u00e9 pr\u00e9sent\u00e9es lors des webinaires\u00a0Apr\u00e8s-cours\u00a0FGA du 22 juin 2021 et du 15 octobre 2021.<\/p>\n

The following document<\/a>\u202fcontains\u00a0the\u00a0parameters\u00a0for\u00a0evaluations for\u00a0the optional\u00a0courses. This information was presented at the Apr\u00e8s-cours\u00a0FGA webinars of June 22, 2021 and October 15, 2021.\u00a0(The document is available in French only.)[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbWhat are the overall goals of the English as a Second Language program?\u00a0\u00bb][vc_column_text]English communication empowers adults by allowing easy access to information in basic personal needs such as career planning, health, media, etc. Interaction in a second language expands the world view and introduces diverse cultures. Every program of study encourages adults to become autonomous and active life-long learners.<\/span><\/p>\n

The global aim of ESL is to develop the communicative-based competencies; speaking, listening, reading and writing. Learners better understand and make use of the second language as they appropriate the subject-specific competencies along with the skillful use of resources and language functions.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbAre the Broad Areas of Learning and the Cross Curricular Competencies mentioned in each course prescriptive?\u00a0\u00bb][vc_column_text]No; these areas are suggested to set the tone and provide a context for learning situations within the course. \u00a0One or more of the suggested Broad Areas of Learning (BAL) will be included in the final exam, but throughout the course a teacher may decide to include other areas. The Cross Curricular Competencies are generic skills that learners may use within any life situation. Teachers may decide to develop other CCC than those suggested for a particular course.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbMust the courses be given in order (i.e. 3101-3102-3103) or can the order be changed?\u00a0\u00bb][vc_column_text]For pedagogical reasons, it is recommended<\/b>, but not required, that the three courses in each level be given in their proper sequence (01-02-03). (Program of Study, p. 59)<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbIs it necessary to master all the elements mentionend in the Knowledge section of each course?\u00a0\u00bb][vc_column_text]Although all of the elements from the Knowledge section should be seen (through documents, exercises or learning situations) it is not necessary or even possible to master them all within the time constraints of a course. Learners will acquire knowledge more fully as these elements continue to be covered during future studies.\u00a0However, teachers need to be aware that in some courses, certain elements must be mastered more than others. The extent to which any element needs to be mastered is tempered by the requirements outlined in the End-of-Course Outcomes and the Evaluation Criteria found in the DED.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbWhat is an interaction in the context of the new program?\u00a0\u00bb][vc_column_text]Evaluating an interaction is not simply gauging the student\u2019s ability to understand and make responses to questions. \u00a0We are evaluating the ability to carry out an exchange. This means actively participating in a two-sided conversation. In other words, both speakers are introducing information, comments, questions and answers. We need to assess the student\u2019s capacity to uphold their end of an oral exchange. Only answering questions is not interaction!<\/span><\/p>\n

 <\/p>\n

\u201cOral Interaction is not the same as oral production. Interaction is a two-way street. (Oral production is more like a cul-de-sac: one student delivers\u2026 what are others doing?) Oral interaction is dynamic because you cannot always predict what the other person will say. But at the same time, it builds on what was said previously. It is not a series of random utterances strung together.\u201d<\/span><\/p>\n

From: Let\u2019s Begin Talking! <\/i>By Judith Rohlf speaq.qc.ca May, 2011<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbCan we regroup the 01 and 02 level courses in Secondary 3, 4 and 5 and have two oral interactions at the end of 75 hours?\u00a0\u00bb][vc_column_text]This practice is not recommended. \u00a0<\/b>The reason behind breaking down each level into three courses was to allow learners to experience success in a shorter time frame. \u00a0An adult learner who is in a situation where the 01 and 02 level courses have been regrouped, and where both evaluations are at the end of the 75 hours could be penalized if he decides to stop his studies before the 75 hours has been completed, even if he has demonstrated competency to do the 01 level evaluation. It is imperative to respect the student\u2019s demonstration of competency as the indicator that he can do his course evaluation.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][\/vc_accordion][vc_accordion active_tab=\u00a0\u00bbfalse\u00a0\u00bb collapsible=\u00a0\u00bbyes\u00a0\u00bb style=\u00a0\u00bbaccordion\u00a0\u00bb][vc_accordion_tab title=\u00a0\u00bbWhat are the overall goals of the English as a Second Language program?\u00a0\u00bb][vc_column_text]English communication empowers adults by allowing easy access to information in basic personal needs such as career planning, health, media, etc. Interaction in a second language expands the world view and introduces diverse cultures. Every program of study encourages adults to become autonomous and active life-long learners.<\/span><\/p>\n

The global aim of ESL is to develop the communicative-based competencies; speaking, listening, reading and writing. Learners better understand and make use of the second language as they appropriate the subject-specific competencies along with the skillful use of resources and language functions.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbAre the Broad Areas of Learning and the Cross Curricular Competencies mentioned in each course prescriptive?\u00a0\u00bb][vc_column_text]No; these areas are suggested to set the tone and provide a context for learning situations within the course. \u00a0One or more of the suggested Broad Areas of Learning (BAL) will be included in the final exam, but throughout the course a teacher may decide to include other areas. The Cross Curricular Competencies are generic skills that learners may use within any life situation. Teachers may decide to develop other CCC than those suggested for a particular course.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbMust the courses be given in order (i.e. 3101-3102-3103) or can the order be changed?\u00a0\u00bb][vc_column_text]For pedagogical reasons, it is recommended<\/b>, but not required, that the three courses in each level be given in their proper sequence (01-02-03). (Program of Study, p. 59)<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbIs it necessary to master all the elements mentionend in the Knowledge section of each course?\u00a0\u00bb][vc_column_text]Although all of the elements from the Knowledge section should be seen (through documents, exercises or learning situations) it is not necessary or even possible to master them all within the time constraints of a course. Learners will acquire knowledge more fully as these elements continue to be covered during future studies.\u00a0However, teachers need to be aware that in some courses, certain elements must be mastered more than others. The extent to which any element needs to be mastered is tempered by the requirements outlined in the End-of-Course Outcomes and the Evaluation Criteria found in the DED.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbWhat is an interaction in the context of the new program?\u00a0\u00bb][vc_column_text]Evaluating an interaction is not simply gauging the student\u2019s ability to understand and make responses to questions. \u00a0We are evaluating the ability to carry out an exchange. This means actively participating in a two-sided conversation. In other words, both speakers are introducing information, comments, questions and answers. We need to assess the student\u2019s capacity to uphold their end of an oral exchange. Only answering questions is not interaction!<\/span><\/p>\n

 <\/p>\n

\u201cOral Interaction is not the same as oral production. Interaction is a two-way street. (Oral production is more like a cul-de-sac: one student delivers\u2026 what are others doing?) Oral interaction is dynamic because you cannot always predict what the other person will say. But at the same time, it builds on what was said previously. It is not a series of random utterances strung together.\u201d<\/span><\/p>\n

From: Let\u2019s Begin Talking! <\/i>By Judith Rohlf speaq.qc.ca May, 2011<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbCan we regroup the 01 and 02 level courses in Secondary 3, 4 and 5 and have two oral interactions at the end of 75 hours?\u00a0\u00bb][vc_column_text]This practice is not recommended. \u00a0<\/b>The reason behind breaking down each level into three courses was to allow learners to experience success in a shorter time frame. \u00a0An adult learner who is in a situation where the 01 and 02 level courses have been regrouped, and where both evaluations are at the end of the 75 hours could be penalized if he decides to stop his studies before the 75 hours has been completed, even if he has demonstrated competency to do the 01 level evaluation. It is imperative to respect the student\u2019s demonstration of competency as the indicator that he can do his course evaluation.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][\/vc_accordion][vc_accordion active_tab=\u00a0\u00bbfalse\u00a0\u00bb collapsible=\u00a0\u00bbyes\u00a0\u00bb style=\u00a0\u00bbaccordion\u00a0\u00bb][vc_accordion_tab title=\u00a0\u00bbWhat are the overall goals of the English as a Second Language program?\u00a0\u00bb][vc_column_text]English communication empowers adults by allowing easy access to information in basic personal needs such as career planning, health, media, etc. Interaction in a second language expands the world view and introduces diverse cultures. Every program of study encourages adults to become autonomous and active life-long learners.<\/span><\/p>\n

The global aim of ESL is to develop the communicative-based competencies; speaking, listening, reading and writing. Learners better understand and make use of the second language as they appropriate the subject-specific competencies along with the skillful use of resources and language functions.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbAre the Broad Areas of Learning and the Cross Curricular Competencies mentioned in each course prescriptive?\u00a0\u00bb][vc_column_text]No; these areas are suggested to set the tone and provide a context for learning situations within the course. \u00a0One or more of the suggested Broad Areas of Learning (BAL) will be included in the final exam, but throughout the course a teacher may decide to include other areas. The Cross Curricular Competencies are generic skills that learners may use within any life situation. Teachers may decide to develop other CCC than those suggested for a particular course.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbMust the courses be given in order (i.e. 3101-3102-3103) or can the order be changed?\u00a0\u00bb][vc_column_text]For pedagogical reasons, it is recommended<\/b>, but not required, that the three courses in each level be given in their proper sequence (01-02-03). (Program of Study, p. 59)<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbIs it necessary to master all the elements mentionend in the Knowledge section of each course?\u00a0\u00bb][vc_column_text]Although all of the elements from the Knowledge section should be seen (through documents, exercises or learning situations) it is not necessary or even possible to master them all within the time constraints of a course. Learners will acquire knowledge more fully as these elements continue to be covered during future studies.\u00a0However, teachers need to be aware that in some courses, certain elements must be mastered more than others. The extent to which any element needs to be mastered is tempered by the requirements outlined in the End-of-Course Outcomes and the Evaluation Criteria found in the DED.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbWhat is an interaction in the context of the new program?\u00a0\u00bb][vc_column_text]Evaluating an interaction is not simply gauging the student\u2019s ability to understand and make responses to questions. \u00a0We are evaluating the ability to carry out an exchange. This means actively participating in a two-sided conversation. In other words, both speakers are introducing information, comments, questions and answers. We need to assess the student\u2019s capacity to uphold their end of an oral exchange. Only answering questions is not interaction!<\/span><\/p>\n

 <\/p>\n

\u201cOral Interaction is not the same as oral production. Interaction is a two-way street. (Oral production is more like a cul-de-sac: one student delivers\u2026 what are others doing?) Oral interaction is dynamic because you cannot always predict what the other person will say. But at the same time, it builds on what was said previously. It is not a series of random utterances strung together.\u201d<\/span><\/p>\n

From: Let\u2019s Begin Talking! <\/i>By Judith Rohlf speaq.qc.ca May, 2011<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbCan we regroup the 01 and 02 level courses in Secondary 3, 4 and 5 and have two oral interactions at the end of 75 hours?\u00a0\u00bb][vc_column_text]This practice is not recommended. \u00a0<\/b>The reason behind breaking down each level into three courses was to allow learners to experience success in a shorter time frame. \u00a0An adult learner who is in a situation where the 01 and 02 level courses have been regrouped, and where both evaluations are at the end of the 75 hours could be penalized if he decides to stop his studies before the 75 hours has been completed, even if he has demonstrated competency to do the 01 level evaluation. It is imperative to respect the student\u2019s demonstration of competency as the indicator that he can do his course evaluation.<\/span><\/p>\n

June 2017<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][\/vc_accordion][\/vc_column][\/vc_row][vc_row row_type=\u00a0\u00bbrow\u00a0\u00bb use_row_as_full_screen_section=\u00a0\u00bbno\u00a0\u00bb type=\u00a0\u00bbfull_width\u00a0\u00bb text_align=\u00a0\u00bbleft\u00a0\u00bb css_animation=\u00a0\u00bb\u00a0\u00bb][vc_column][vc_column_text]<\/p>\n

Optional Courses<\/h3>\n

[\/vc_column_text][vc_separator type=\u00a0\u00bbtransparent\u00a0\u00bb border_style=\u00a0\u00bb\u00a0\u00bb][vc_separator type=\u00a0\u00bbtransparent\u00a0\u00bb border_style=\u00a0\u00bb\u00a0\u00bb][\/vc_column][\/vc_row][vc_row row_type=\u00a0\u00bbrow\u00a0\u00bb use_row_as_full_screen_section=\u00a0\u00bbno\u00a0\u00bb type=\u00a0\u00bbfull_width\u00a0\u00bb text_align=\u00a0\u00bbleft\u00a0\u00bb padding_bottom=\u00a0\u00bb60″ css_animation=\u00a0\u00bb\u00a0\u00bb][vc_column][vc_accordion active_tab=\u00a0\u00bbfalse\u00a0\u00bb collapsible=\u00a0\u00bbyes\u00a0\u00bb style=\u00a0\u00bbaccordion\u00a0\u00bb][vc_accordion_tab title=\u00a0\u00bbAre the three courses combined ANG 5104-1, ANG 5105-1, and ANG 5106-2 together equivalent to the course ANG 5555-6?\u00a0\u00bb][vc_column_text]There are four new optional courses being offered: \u00a0ANG 4104-2, ANG 5104-1, ANG 5105-1, and ANG 5106-2. Together, these four courses provide 6 credits, the same amount of credits as ANG 5555-6.<\/span><\/p>\n

February 2018<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbI cannot find the DEDs for the optional courses (ANG 4104-2, ANG 5104-1, ANG 5105-1, and ANG 5106-2) nor can I find the corresponding evaluation grids. Where can I obtain these documents?\u00a0\u00bb][vc_column_text]The DEDs for the Optional courses (ANG-4104-2, ANG-5104-1, ANG-5105-1 and ANG-5106-2) as well as the exam prototypes are under development. \u00a0All centres will be notified when the optional course DEDs and exam prototypes have been published.<\/span><\/p>\n

April 2019<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=\u00a0\u00bbHas new material been developed for the new optional courses (ANG 4104-2, ANG 5104-1, ANG 5105-1 and ANG 5106-2)?\u00a0\u00bb][vc_column_text]The Ministry\u2019s responsibility lies with creating the DED and exam prototype for each of the optional courses. Once these have been published, corresponding courses and associated material may be developed by teachers and\/or publishing houses.<\/span><\/p>\n

February 2018<\/em><\/span>[\/vc_column_text][\/vc_accordion_tab][\/vc_accordion][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

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