CPFMagazine_FALL2017_Vol5Issue1_eVERSION

students who come in hating French
but, by the end of the semester, have a
genuine desire to excel is inspiring. I don’t
always have fully bilingual students at the
end of it, but I know I’ve changed their
perspective on language learning, which
remains a huge barrier, especially in a
rural setting.
How do you evaluate success?
When do you know you reached
a success milestone?
Pedagogically speaking, I’ll never feel
like I’ve reached success, and I say that
from an optimistic point of view. I’ve seen
exponential growth from my students but
I always know I can do better. Success for
me as a teacher is continuing to believe I
haven’t reached it yet and knowing that
I’m going to continue working on what
I’m doing to make it better.
As for my students, success is when
they leave the classroom and they’re still
talking about what they’ve just learned. It
is also seeing the students’ pride in how
much they’ve accomplished.
If you could wave a magic wand and
bring one improvement to the FSL
program, what would that be?
I would have access to technology that
is so interesting that students would
want to engage with it. Maybe a really
cool interactive game that would allow
them to see more impact and make them
excited to learn on a day-to-day basis.
Look for profiles
of other FSL
teachers from
your part of
Canada in
future issues of
CPF Magazine
Michèle Thoms
Northwest Territories
For more than two decades Ms. Thoms has
demonstrated commitment, expertise, and
teaching excellence through her exemplary
practices in core French classrooms at
the high school level. Michèle has built a
successful FSL program, eliciting a passion
for French among her students, while
also providing leadership in this critical
area as a primary advocate for core French
programming at the district level. Michèle’s
exemplary practices stem not only from her
experience and expertise in using the AIM
principles and practices, but also from her
desire to inspire and motivate students to
embrace this part of our national identity.
How did you choose teaching?
How did you choose FSL education?
I hadn’t initially planned on teaching and
was on my way to law school but, when I
took the time to rethink things, it dawned
on me that everything I had done in my life
had something to do with teaching. It didn’t
hurt that I also enjoyed being around kids
and thought it would make a great career.
What is your biggest challenge?
Changing attitudes. If they’ve developed a
dislike for the language, trying to get them
to enjoy themselves becomes a tough feat
in and of itself, but with time, patience and
understanding we almost always get there!
What is your favourite part of teaching?
What is the most satisfying aspect of your
work as a FSL teacher?
Watching kids come in with a strong
dislike for French and go from having weak
language skills to being top of the class!
I also love spending time with kids – it
means I never have to grow up!
What are you really proud of in your
teaching practice?
My kids speak French more than some
in immersion classrooms might. I use the
gesture approach in my classroom, and as
a result, students are speaking French
100 percent of the time.
I’ve created a French-only classroom
environment—students are encouraged
by myself and their peers to speak only in
French. The kids get really involved with the
challenge and have a fun time while doing it.
What new projects or ideas do you want
to implement next? What do you want
to achieve?
I’m very happy with how things are going at
present but would like to let the students
explore their own interests in French
further. The teacher should be the guide on
the side rather than the sage on the stage!
If you could wave a magic wand and bring
one improvement to the FSL program,
what would that be?
More French in the classroom to promote
an environment where the kids are
speaking French all the time.
Core French Program / Basic French Program
A program in which French is taught as a subject among others
in a regular English program. Also known as French Second
Language Program in Alberta and French Communication
and Culture in Manitoba.
Intensive French / Intensive Core French
A program in which French is taught intensively during five
months of the Grade 5 or 6 year. Students receive about 80% of
their instruction in French during the first half of the year and
20% during the second half; all other subjects in the curriculum
(except for math) are “compressed” into the second half of
the year.
Post Intensive French
A program offered after the initial Intensive French year inwhich
a similar pedagogical approach continues in higher grades in
order to maintain/enhance proficiency gains made in the initial
year. Also known as Français approfondi, Enhanced French and
other terms in various jurisdictions.
4U credit
An Ontario Grade 12 university preparation course to provide
the knowledge and skills needed to meet university entrance
requirements.
Canadian Parents for French Vol 5 • Issue 1 • 2017 5