PROMOTING THE DEVELOPMENT OF ORAL LANGUAGE SKILLS IN PRIMARY
FRENCH IMMERSION
by
Corina White
B.A., Simon Fraser University, 1992

PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION
IN
MULTIDISCIPLINARY LEADERSHIP

UNIVERSITY OF NORTHERN BRITISH COLUMBIA
April 2019
© Corina White, 2019

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Abstract
This project focused on how to effectively promote the development of French oral language
skills as a foundation for literacy in primary French Immersion classrooms. There are five
chapters in this project. Chapter one outlined the purpose, significance and background of the
project, while chapter two presented a qualitative thematic and study by study literature review
approach that explored oral language skill development in second language teaching and
learning. Research in the literature review chapter demonstrated the importance of oral language
development for achievement in literacy in second language learning and focused on the skills of
communicative competency, vocabulary acquisition, and phonological awareness. The challenge
of a French Immersion teacher to effectively balance both curricular content and language
instruction in order to develop oral language skills was discussed. Chapter three discussed the
project’s research methodologies of qualitative orientation and documentary and content analysis
designs that explored various second language teaching and learning documents. Chapter four
provided pedagogical practice ideas through a collection of activities for Kindergarten to Grade 2
French immersion teachers to support the development of French oral language skills. Chapter
five offered the summary, personal reflections, and conclusion of the project as well as
recommendations such as integrating technology as a tool to promote oral language and fostering
an at-home connection to support oral language development.

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Table of Contents
Glossary of Terms ................................................................................................................................. 4
Acknowledgements.............................................................................................................................. 6
Chapter 1: Introduction ...................................................................................................................... 7
Significance of the Project ........................................................................................................................... 7
Background of the Project ........................................................................................................................... 8
Personal Location ........................................................................................................................................... 9
Purpose of the Project ................................................................................................................................. 10
Overview of the Chapter ............................................................................................................................. 10

Chapter 2: Literature Review ........................................................................................................ 12
Oral Language Development in French Immersion .......................................................................... 12
Communicative Competency .................................................................................................................... 13
Vocabulary Acquisition............................................................................................................................... 14
Phonological Awareness ............................................................................................................................ 16
Summary and Conclusion .......................................................................................................................... 17

Chapter 3: Research Methodology ............................................................................................... 18
Qualitative Documentary Content Analysis ......................................................................................... 18
Data Collection and Analysis Process .................................................................................................... 19
Summary and Conclusion .......................................................................................................................... 21

Chapter 4: Teacher Resource to Support Oral Language Development in Primary
French Immersion ............................................................................................................................. 22
Practice Activities for French Oral Language Skills .......................................................................... 23
Assessment Practices .................................................................................................................................. 47
Summary and Conclusion .......................................................................................................................... 47

Chapter 5: Recommendations, Reflections and Conclusion ................................................ 48
Limitations and Recommendations ....................................................................................................... 48
Personal Reflections and Conclusion ..................................................................................................... 51

References ........................................................................................................................................... 52
Appendices .......................................................................................................................................... 60

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Glossary of Terms
Communication competency: the ability to have language to participate in written and oral
communication (Brooke, 2017).

Content analysis: “a highly flexible research method that employs a wide range of analytical
techniques to generate findings and put them into context” (White & Marsh, 2006, p. 41). Hseih
and Shannon (2005) describe qualitative content analysis as “the interpretation of the content of
text data through the systematic classification process of coding and identifying themes or
patterns” (p. 1278).

Content-based instruction: French Immersion is a content-based approach to learning French in
which the language is the medium for instruction of curricular content (Roy, 2008).

Daily 5: a framework for structuring literacy time in which students focus on reading, writing,
and working independently (Boushey & Moser, 2014).

Documentary analysis: “a systematic procedure for reviewing or evaluating documents – both
printed and electronic (computer-based and Internet-transmitted) material” (Bowen, 2009, p. 27).
Documentary analysis involves examining and interpreting textual data to determine meaning,
gain understanding, and develop empirical knowledge (Corbin & Strauss, 2008).

Functional language: language structures required for interacting and communicating ideas and
questions (Prologue, 2015).

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Oral language: “the ability to use words to communicate ideas and thoughts and to use language
as a tool to communicate to others” (Bradfield, Besner, Wackerle-Hollman, Albano, Rodriguez,
& McConnell, 2014).

Oral language skills: include communicative competency, vocabulary acquisition and
phonological awareness

Phonological awareness: “the awareness of words in sentences or syllables in words. Other
aspects of phonological awareness include rhyme, alliteration, onset rime (word families),
blending, segmenting, and manipulating sounds” (Brooke, 2017, p. 2).

Vocabulary acquisition: “the development of vocabulary focuses both on expressive vocabulary
or receptive vocabulary. Expressive vocabulary represents the words a student actively uses
when talking, writing, or communicating. Receptive vocabulary represents the words that a
student understands” (Brooke, 2017, p. 2).

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Acknowledgements
Although there are no words to accurately express my gratitude, I would like to acknowledge
those who have helped throughout my educational journey to completing this project.
I would like to acknowledge the support of my academic supervisor, Dr. Lantana Usman, whose
knowledge, patience and encouragement made the completion of this project possible.
I would like to acknowledge my committee members, Mr. Luc St-Denis and Ms. Deborah
Koehn, who took the time to help this project be as polished as possible.
I would like to thank my lovely daughter, Olivia, for being patient and encouraging when Mom
was busy working on “school stuff”.
Finally, I would like to thank my amazing husband, Andrew, for his patience and incredible
support throughout this journey.

ORAL LANGUAGE DEVELOPMENT IN FRENCH IMMERSION
Chapter 1: Introduction
Effective oral language skills contribute to the development of literacy skills including
the ability to read, write and communicate. Oral language is defined as “the ability to use words
to communicate ideas and thoughts and to use language as a tool to communicate to others”
(Bradfield, Besner, Wackerle-Hollman, Albano, Rodriguez, & McConnell, 2014, p. 233).
Extensive research in first language learning demonstrates the importance of the early
development of oral language skills for achievement in reading (Bradfield et al., 2014; Castro,
Páez, Dickenson, & Frede, 2011; Hipfner-Boucher, Lam, & Chen, 2015). Furthermore,
investigation in second language learning has similarly demonstrated the importance of oral
language development for reading achievement (Castro et al., 2011; Erdos, Genesee, Savage, &
Haigh, 2011; Hipfner-Boucher et al., 2013; Soucy, 2016). The French immersion context
involves a content-based approach to learning where the language is the medium for instruction
(Roy, 2008). However, because of its importance for achievement in literacy, the second
language cannot simply be the medium for instruction, it must also be the focus of instruction
(Cammarata & Tedick, 2012; Castro et al., 2011; Garbati & Mady, 2015; Soucy, 2016).
This project focuses on how teachers can effectively promote the development of oral
language skills as a foundation for literacy in primary French Immersion classrooms. The
significance, background, and purpose of the project as well as author context are discussed in
this chapter.
Significance of the Project
This project is significant to French immersion primary teachers and students. A
collection of diversified learning activities that directly address the development of French oral
language skills would be useful to the pedagogical practices of French immersion primary

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teachers. The teaching and learning ideas presented in the project will contribute effectively to
building French oral language skills as a foundation for literacy, which, in turn, can positively
influence students’ reading and writing outcomes. In sum, the project is of significance as it
improves teaching practices (Creswell, 2015) for French Immersion primary teachers. The
project will also add to literature in the field of French Immersion teaching and learning.
Background of the Project
The goal of the French Immersion program is to provide the opportunity for nonfrancophone students to become bilingual in English and French. Instruction is entirely in French
from Kindergarten to Grade 3. In Grade 4 instruction in English is added with the percentage of
instruction in English increasing through to Grade 12. The British Columbia Ministry of
Education requires that French Immersion programs parallel the regular English program in
structure and content (British Columbia Ministry of Education, 2018). This mandate requires a
French immersion teacher to teach curricular content while concurrently being mindful of French
language acquisition.
When a student begins school in French Immersion Kindergarten, they arrive with their
metaphorical suitcase of English oral language skills. Each suitcase contains a different level of
skills. Perhaps they have a rich vocabulary, perhaps they have alphabet knowledge, and perhaps
they are able to carry on an effective conversation with others. Perhaps they do not have any of
these things. Oral language skills, as previously stated, are imperative for the achievement in
literacy. Some of these skills transfer from first language to the second language and some do not
(August, Carlo, Dressler, & Snow, 2005; Haigh, Savage, Erdos, & Genesee, 2011; Jared,
Cormier, Levy, & Wade-Wooley, 2011). The task of a French Immersion teacher is to help
students build a foundation of oral language skills in the second language while also covering the

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expectations of the curriculum. I have occasionally heard my colleagues exclaim, “how can we
fit it all in?” As an experienced primary French Immersion teacher driven to support the success
of my students, I became increasingly interested in finding effective ways to maximize
opportunities to focus on the development of French oral language skills.
Daily 5, as described by Boushey and Moser (2014), is one framework for structuring
literacy time in English and French Immersion classrooms in which students focus on reading,
writing, and working independently. In a French Immersion class this structure, while it does
provide opportunities for reading and writing, does not include specific learning activities that
directly address the second language itself and in which students can work independently to
practice the French oral language skills. This project aims to close that gap.
In this non-human research project, I will explore language teaching public and private
documents focused on the development of oral language skills (e.g., communicative competency,
vocabulary acquisition, phonological awareness) as a foundation for literacy. I will identify
words, strategies, and patterns of instruction specific to those skills as well as specific wording
related to applicable criteria for the intended activities (e.g., individual, partner, or group activity,
age level of activity, self assessment, authenticity). Activities will then be chosen that address the
development of oral language skills and can be purposed within a 6th component of the Daily 5
(Boushey & Moser, 2014) literacy framework.
Personal Location
I have been a French Immersion teacher in Elementary schools for 25 years. My role is to
create a classroom environment that, through use of the second language, promotes not only the
development of the French language, but also addresses the expectations of the assigned
curriculum. My students participate in numerous activities derived from various language

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approaches to instruction. A single resource for primary French Immersion educators, such as
that proposed in this project, with activities and strategies that directly address the development
of French oral language skills would be very useful. My experience with second language
learning and teaching will help me in the analysis of activities to be included in the project. I can
share these ideas with my colleagues, help teachers to implement the activities in their
classroom, and, beyond this project, create a collaborative experience in which teachers share
more ideas that focus on developing oral language skills.
Purpose of the Project
The challenge of a French Immersion educator, as previously stated, is how to effectively
balance both content and language instruction to develop language proficiency and oral language
skills (Tedick & Cammarata, 2012). Current research into the actual “how-to” collection of
activities that build achievement in literacy is often listed as: “scholars have offered many
thoughtful suggestions for helping teachers to achieve a balance between language and content to
optimize the language learning potential of immersion” (Cammarata & Tedick, 2012, p. 253).
The effectiveness of balancing content instruction and language instruction that includes going
beyond “thoughtful suggestions” to actually finding and implementing effective oral language
activities requires further exploration. The rationale for this project is to address this need.
The purpose of this project, therefore, is to compile a collection of strategies and
activities for primary French Immersion teachers that can be implemented within a possible 6th
structure of the Daily 5 framework (Boushey & Moser, 2014) and effectively support the
development of oral language skills as a foundation for literacy.
Overview of the Chapter
This project aims to address the gap in content versus language instruction in order to

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promote the development of French oral language skills. Chapter 1 explains the significance of
the project, the background of the study, my location and the purpose of the project. Chapter 2
will provide a review of the literature on various second language approaches, theories, and
strategies related to French oral language development.

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Chapter 2: Literature Review
The purpose of this literature review is to explore various research reports that focus on
the development of oral language as a foundation for literacy in second language (L2) learners,
particularly with French oral language. The literature review presented in this chapter is based on
qualitative educational thematic and study-by-study literature review in which major ideas or
results from the studies are discussed (Creswell, 2015). Three major oral language themes are
identified within the literature related to the topic and include the development of communicative
competency, vocabulary acquisition and phonological awareness.
Oral Language Development in French Immersion
The role of a French immersion primary teacher is to create a classroom environment that
promotes not only the use of the French language, but also meets the expectations of the assigned
curriculum. The French immersion setting demonstrates an example of content-based language
instruction, as described by Tedick and Cammarata (2012):
Content-based language instruction (CBI) is a curricular and instructional approach in
which nonlinguistic content is taught to students through the medium of a language that
they are learning as a second, indigenous, or foreign language. It views language as the
vehicle for learning content rather than the focus or object of instruction. (p. 28)
The challenge with CBI is how to effectively balance both content and language instruction, to
develop language proficiency in French as well as to develop oral language skills as a foundation
for literacy (Soucy, 2016). In a French immersion primary classroom, the French language is the
medium for instruction; however, because of its importance for achievement in literacy, the
second language cannot simply be the medium for instruction, it must also be the focus of
instruction (Cammarata & Tedick, 2012; Castro et al., 2011; Garbati & Mady, 2015; Soucy,
2016).

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Oral language includes the ability to use words to communicate ideas as well as the
ability to understand language when communicating with others (Bradfield et al., 2014). In a
French immersion setting the focus is communication in all four areas of the French language –
speaking, listening, reading, and writing (Haj-Broussard, Beal, & Boudreaux, 2017). Examples
of objectives from the Communication Core Competency of the British Columbia curriculum
include the ability to use the language to “connect and engage with others” and to “acquire,
interpret, and present information” (British Columbia Ministry of Education, 2015). Oral
language skills involve the ability to communicate and understand a message, understand and use
the vocabulary of the language, and identify the sounds of the language through phonological
awareness. Some of these skills transfer from first language to the second language and some do
not (August et al., 2005; Haigh et al., 2011; Jared et al., 2011). Oral language development in
French immersion includes promoting communicative competency to develop oral fluency in the
second language, the acquisition of French vocabulary necessary for effective communication,
and the identification of the sounds of the French language through phonological awareness. It is
the development of these three key areas that play an important role in promoting not only
acquisition of the second language itself, but also provide the foundation skills for literacy.
Communicative Competency
Communication competency includes the ability to have language to participate in
written and oral communication (Brooke, 2017). Hipfner-Boucher, Lam, and Chen (2015)
investigated 81 Grade 1 French immersion students in Ontario and their communicative
competency through narrative production in story retelling and story generation. The researchers
reported that narrative skill contributes to L2 reading outcomes in the early elementary grades
and they concluded that “storytelling ability, like vocabulary, makes a significant contribution to

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reading comprehension outcomes at the point at which children transition from the ‘learning to
read’ to ‘reading to learn’ stage” (Hipfner-Boucher et al., 2015, p. 1378). In addition, Soucy
(2016) investigated two French Immersion teachers in Quebec and their experiences with
integrating oral language in literacy centers. Soucy (2016) reported the importance of teaching
oral communication strategies to help students express themselves as well as provide the
foundations for reading and writing. Furthermore, Punchard (2002) discussed similar conclusions
in a review of oral language literature but emphasized providing opportunities for students to
engage in conversations in order to promote the L2 use of vocabulary and language structures.
Punchard (2002) affirmed that:
Immersion teachers need to provide as many opportunities as possible for their
students to learn from each other and to communicate with each other in
meaningful ways. If teachers keep these goals in mind, they can create
meaningful and motivating activities that will maximize and increase their
students’ production of the immersion language. (p. 7)
The above quotation confirms the need for teachers to provide opportunities for students to
engage in conversations with each other in order to develop communicative competency but does
not provide specific activities. However, the importance of story retelling, story generation and
the teaching of oral communication strategies, as demonstrated by Hipfner-Boucher et al. (2015)
and Soucy (2016) is noted. The ideas presented are relevant for French Immersion primary
teachers who are constantly searching for as many ideas as possible to add to their collection of
strategies for promoting and practicing oral communication in the classroom.
Vocabulary Acquisition
Learning a new language involves acquiring new words in order to facilitate
communication. Brooke (2017) stated “the development of vocabulary focuses both on
expressive vocabulary or receptive vocabulary. Expressive vocabulary represents the words a

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student actively uses when talking, writing, or communicating. Receptive vocabulary represents
the words that a student understands” (p. 2). Vocabulary acquisition is essential to successfully
developing communication and the necessary literacy skills (Belisle, 1997). There have been
numerous studies highlighting the importance of vocabulary acquisition to the foundations of
literacy, both for first language (L1) and L2 learners (August et al., 2005; Belisle, 1997;
Cammarata & Tedick, 2012; Castro et al., 2011; Chu, 2016; Erdos et al., 2011; Nichols, Rupley,
Blair, & Wood, 2008; Seifert, Kulmhofer, Paleczek, Schwab, & Gasteiger-Klicpera, 2017). For
example, Chu (2016) examined student exposure to vocabulary in a Grade 2 French immersion
classroom in Ontario and confirmed that lack of word knowledge in L2 impedes a student’s
understanding of a text and slows down the writing process. The report of the study concluded
that increased exposure to vocabulary instruction, activities, and practice opportunities
contributed to increased reading scores. These findings concur with previous studies of Sweeny
and Mason (2011) that “two of the most important contributors to students’ reading
comprehension and academic success are the volume of their vocabulary upon entering school
and their ability to learn new vocabulary” (p. 1). Furthermore, Seifert, Kulmhofer, Paleczek,
Schwab and Gasteiger-Klicpera (2017) contributed to the discussion by presenting suggestions
for vocabulary focused reading lessons. Nichols, Rupley, Blair, and Wood (2008) added:
The relationship between vocabulary knowledge and language comprehension
has been firmly established, vocabulary development should be a major
component of every reading program for all levels of students. The broader the
students’ vocabularies, the greater their ability to interact with and understand
text. (p. 66)
Research reports cited above demonstrate vocabulary acquisition to be paramount to reading,
writing, and communication for the L2 learner. It is a challenge for a primary French immersion
student to communicate in French, for example, without having the essential vocabulary for

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communication. Therefore, the focus becomes how to effectively integrate explicit vocabulary
instruction, as well as increase practice opportunities, within the immersion class.
Phonological Awareness
Phonological awareness involves the awareness that words can be segmented into units of
sound; additionally, it includes the understanding of rhyme, alliteration and onset rime (word
families) as well as blending, segmenting, and manipulating sounds (Brooke, 2017).
Phonological awareness skills provide the foundation for students learning to decode words and
phrases, which in turn, positively affect reading comprehension (Castro et al., 2011).
Chiang and Rvachew (2007) studied the French and English receptive and expressive
vocabulary of 44 English-speaking Kindergarten students in Quebec attending a French
immersion program. The results confirmed the importance of vocabulary development to aid in
the development of phonological awareness skills: “the finding that expressive vocabulary size in
the second language contributes to the development of L2 phonological awareness skills points
to the importance of directly addressing vocabulary development in kindergarten classrooms”
(Chiang & Rvachew, 2007, p. 303). In addition, Wise, D’Angelo, and Chen (2016) further
connected phonological awareness to reading achievement in early learners. Wise et al. (2016)
investigated the effectiveness of phonological awareness training on the reading development of
12 French immersion Grade 1 struggling readers from three cohorts. The author’s study findings
stated:
Phonological awareness, the ability to attend to, isolate, and manipulate the
sound structure of oral language at the level of syllables, onset-rimes, and
phonemes develops sequentially and is a robust predictor of later reading
achievement in young children (p. 285).
A further study of 98 Kindergarten French immersion students by Haigh, Savage, Erdos, and
Genesee (2011) confirmed that syllable awareness in French immersion Kindergarten positively

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affected reading outcomes in Grade 2. Haigh et al. (2011) also found that knowledge of alphabet
sounds predicted L2 decoding for those students in Grade 1. The results of these studies
demonstrate the importance of phonological awareness skills to facilitate reading, specifically in
the acquisition of decoding abilities. An experienced primary French Immersion teacher will
include a phonics component as a pedagogical practice; however, as confirmed in the above
studies, additional practice opportunities in this area are essential.
Summary and Conclusion
How to nurture the development of oral language in pedagogical practices as a
foundation for literacy and for effective communication in the second language is a fundamental
question for French immersion primary teachers. The chapter review discussed balancing content
versus language instruction and explored the development of oral language skills through
communicative competency, vocabulary acquisition, and phonological awareness. Chapter 3
presents the research methodology of the project.

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Chapter 3: Research Methodology
This chapter discusses the research methodology adopted. The project involved an
educational qualitative documentary and content analysis of textual data (Creswell, 2015).
Various textual data related to the topic of the project were collected and analyzed for key
themes that were applied in the creation of the teacher resource in chapter 4.
Qualitative Documentary Content Analysis
The research design for the project involved a qualitative orientation and documentary
content analysis method, specifically within education discipline (Creswell & Poth, 2018;
Creswell, 2015). Bowen (2009) describes qualitative document analysis as “a systematic
procedure for reviewing or evaluating documents – both printed and electronic (computer-based
and Internet-transmitted) material” (p. 27). Documentary analysis involves examining and
interpreting textual data to determine meaning, gain understanding, and develop empirical
knowledge (Corbin & Strauss, 2008). White and Marsh (2006) add that documentary content
analysis is a flexible research method that uses a wide range of analytical techniques to generate
findings from text and put them into a particular context. The qualitative documentary content
analysis research method provided me with a flexible method of inquiry to guide me through the
literature in an organized and systematic fashion.
Documents that may be used for content analysis can take a variety of forms ranging
from public records (e.g., policy manuals, student handbooks, syllabi) to personal documents
(e.g., scrapbooks, journals, blogs) to physical evidence (e.g., handbooks and training materials)
(O’Leary, 2014). For the purposes of my research, I explored scholarly articles, online websites,
teacher guides, teacher resource manuals, pedagogical books, and printed teacher materials
focused on literacy and the development of oral language skills. Documentary analysis is an

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effective way of gathering data because documents are available and obtainable. They are nonreactive in that they can be read and reviewed multiple times, remain unchanged by the research
process, and can provide broad coverage of a phenomenon (Bowen, 2009). Analyzing a variety
of documents on oral language development enabled me to extract ideas from a wide scope of
knowledge and apply it to the teacher resource described in chapter 4.
As a novice researcher learning about documentary content analysis, I discovered several
varied descriptions and ways to approach conducting this research method. I found the
description of directed documentary analysis by Hsieh and Shannon (2005) to be the approach
that fit the direction of the teacher resource developed in chapter 4 of the project. Hsieh and
Shannon (2005) pointed out that with directed content analysis, the researcher uses existing
theory or previous research to analyze the data. The data themes of communicative competency,
vocabulary acquisition, and phonological awareness were supported by the content of previous
research studies.
In sum, the justification of my choice of this methodology was the flexibility of the
method and its compatibility to the context of the curricular resource developed in chapter 4.
Data Collection and Analysis Process
Bowen (2009) describes the process of document analysis as skimming (superficial
examination), reading (thorough examination) and then interpretation. My research involved
skimming, reading, re-reading, and then interpreting documents written about literacy and the
development of oral language skills. The analysis of the data and whether it effectively addressed
the project focus was informed both by research in the development of L2 oral language skills as
well as from my experiences in L2 learning. I began my analysis by reading several parts of the
texts (Hsieh & Shannon, 2005) with my literature review themes of phonological awareness

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skills, communicative competency, and vocabulary acquisition in mind. I used my understanding
of documentary analysis to examine common trends, words, strategies, and patterns of
instruction in the literature, which were categorized into oral language development categories. I
used the conclusions, generalizations, and interpretation of the data from the documents to
determine strategies and ideas in the creation of my teacher resource.
Initially I focused my search on the development of oral language skills specifically
related to French Immersion; however, I soon found that this was too limiting. I then focused on
the development of oral language skills for L2 learning in general. I also decided to use
contextual data on the development of L1 oral language skills in order to have a richer collection
of information because research indicated that there is transfer of some L1 oral language skills,
in particular phonological awareness skills to L2 (August et al., 2005; Castro et al., 2011; Jared
et al., 2011).
As I continued with the analysis process, I grouped the data into three main categories.
The first contained general research information on oral language (e.g., as a foundation for
literacy, the problem of content versus language instruction in an L2 setting, and transference of
L1 oral language skills to L2). The second contained information specific to the skills to address
in oral language development and related to the overall themes developed in the literature review
(e.g., vocabulary acquisition, phonological awareness, and communicative competence). I also
explored data on L1 as a predictor or strategy for the development of L2. I later dismissed this
information because in a French Immersion primary classroom, French is the only language of
instruction; therefore, it is not feasible to consider including L1 as a teaching practice. The third
category focused on how to address the development of oral language skills through pedagogical

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practices and strategies for the classroom. The information contained in this last area was the
largest as it pertained specifically to the resource I was creating for teachers.
Summary and Conclusion
In this chapter, I outlined the process of research involved in the project. As a novice
researcher, I found the research process important for organizing the information in order to
create a research-informed document for primary French Immersion teachers. I applied
documentary and content analysis of scholarly articles, teacher resource materials, online data
from teacher websites and educational organizations to create a resource for teachers containing
strategies and ideas that support the development of oral language skills and can be included as a
6th component within the Daily 5 framework (Boushey & Moser, 2014). The identified
categories and themes in this chapter will serve as part of the teacher pedagogical resource
developed in chapter 4.

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Chapter 4: Teacher Resource to Support Oral Language Development in Primary French
Immersion
The challenge of a primary French Immersion educator is how to effectively balance both
content and language instruction to develop language proficiency and oral language skills
(Tedick & Cammarata, 2012). Current research into the actual “how-to” collection of activities
that build achievement in literacy is often listed as: “scholars have offered many thoughtful
suggestions for helping teachers to achieve a balance between language and content to optimize
the language learning potential of immersion” (Cammarata & Tedick, 2012, p. 253). The
effectiveness of balancing content instruction and language instruction that includes going
beyond “thoughtful suggestions” to actually finding and implementing effective oral language
activities required further exploration. The activities presented in this resource go beyond
“thoughtful suggestions” and address this need.
A review and analysis of scholarly articles, online websites, teacher guides, teacher
resource manuals, pedagogical books, and printed teacher materials focused on the development
of oral language skills led to the development of the following resource designed to provide
French Immersion Kindergarten to Grade 2 (K-2) teachers with research-based strategies and
ideas that support the development of French oral language skills. It is these skills that support
achievement in reading and provide the foundation for literacy development (Bradfield et al.,
2014; Castro et al., 2011; Erdos et al., 2011; Hipfner-Boucher et al., 2015; Soucy, 2016).
The teaching and learning activities suggested in this chapter are intended to provide a
starting point for teachers to actively engage in implementing practice opportunities that promote
the development of French oral language skills. Various suggestions for pedagogical practice are
provided (e.g. explicit teaching, scaffolding, providing authentic encounters, planned and

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spontaneous presentations, task planning, fluency activities, questioning, role-play, and
assessment (Garbati & Mady, 2015).
The activities in this chapter of the project are partner or small group independent
activities intended to be included in K-2 French oral language classroom literacy centers. They
can also be considered as a 6th task within the Daily 5 framework (Boushey & Moser, 2014). The
Daily 5 structure provides student choices of Read to Self, Work on Writing, Read to Someone,
Listen to Reading, and Word Work. This 6th choice that focuses on oral language skill
development could be titled Work on Language. During centers-based activities students are
presented with choices of activities. Students are highly motivated because they are able to use
the target language in situations of personal choice. Providing choice makes the learning relevant
and engaging for the student (Diller, 2003). Further, in partner or group activities students are
presented with opportunities for extended discourse in the target language (Punchard, 2002). In
oral language literacy centers, teachers are cognizant of and define their objectives for oral
language development, making the second language the object of instruction rather than simply a
medium of instruction (Soucy, 2016).
Practice Activities for French Oral Language Skills
These activities are intended as practice opportunities of French oral language skills after
whole or small group lessons. After modeling communication skills, phonological awareness
activities and vocabulary use in a whole group, the students can practice what they have been
taught at the literacy centers in K-2 French immersion classrooms. Each practice activity begins
with a few points related to the analysis of the data collected followed by suggested teaching
practice criteria for lessons. Reference to the British Columbia (BC) curricular communication
core competency is indicated for each activity.

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Activity 1 – Communication Circle
Research Connection
A communication circle in which students can practice common interrogative language
helps to develop and extend language skills as well as build fluency (Trehearne, 2005). Soucy
(2016) affirms the importance of teaching French oral communication strategies to help students
express themselves in all situations, as well as to provide the foundations for reading and writing.
Group activities involving opportunities for students to collaborate and engage in conversations
in order to promote the second language use of vocabulary and language structures helps to
ensure the success of the linguistically diverse learner in the classroom (Nichols et al., 2008;
Punchard, 2002). The following activity represents a collaborative activity in which students are
building conversational language and using oral communication strategies.
Teaching Tips
•

Before introducing the communication circle as a center activity, provide whole-class
opportunities to use the circle, in addition to everyday situations using interrogative language.

•

Teach how to have a conversation. Model rich and precise language. “It is through modeling the
French language that teachers lead students to realize that French is a language of everyday
situations and not simply a series of words and expressions learned to complete classroom
activities” (Prologue, 2012, p. 4).

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Practice Activity
Communication Circle
2-4 students
Learning Criteria:
BC Communication Core Competency:
-use and demonstrate the understanding of common -I ask and respond to simple, direct
interrogative language (e.g., what colour is it, how
questions.
does it work, what is it made of)
-I am an active listener; I support and
-use descriptive language (e.g., size, shape, colour,
encourage the person speaking.
action)
-I present information clearly and in an
-use questioning as a strategy for clarification
organized way.
-practice turn-taking
-practice listening skills
Materials needed:
-communication circle (see Appendix A)
-small clips to indicate questions asked
-cloth bag to hold object
-an object

Instructions:
1. One student selects a small object in the room and hides it in the bag (e.g., a toy car).
2. Students in the group take turns asking a question from the communication circle in order
to determine the identity of the object. As each question is posed, a clip is put on the
circle to keep track of questions asked.
3. When all questions have been asked, students are permitted to guess the object.
Extension/Assessment:
-before revealing the hidden object, students can draw a picture of what they think the object is,
using the details learned through listening and questioning. This extension idea can also be used
as a form of assessment of the activity.
References:
-Trehearne, M.P. (2005). Littératie dès la Maternelle. Mont-Royal, Québec: Groupe Modulo.
(p.227 for communication circle)

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Activity 2 – Conversation Dice
Research Connection
Promoting oral conversation as part of oral language development is an essential activity
for pedagogical practice. Piccardo (2014) stated, “communicative competence emphasizes that
language is communication first and foremost, and the goal is precisely to prepare learners to be
able to communicate” (p. 9). Students need to learn not only how to have a conversation, but also
the language structures and vocabulary necessary for a conversation (Trehearne, 2016).
Language development for a conversation includes a focus on both capacities of expressive and
receptive vocabulary. Expressive vocabulary represents the words a student actively uses when
speaking or writing. Receptive vocabulary represents the words a student understands (Brooke,
2017). Both capacities can be developed at the classroom discourse, or conversation, level.
Hipfner-Boucher et al. (2015) reiterated “when learning to read in a L2, discourse-level oral
language proficiency may make a significant contribution to reading comprehension outcomes
even at the earliest stages in the reading acquisition process” (p. 1386). The following activity
can be adapted to all primary learning levels in that questions can be varied using simplified
prompts or complex questions. Therefore, students can answer questions in a way that is most
consistent with their personal learning styles. After modeling conversations in a whole-group
setting, a small-group practice activity such as conversation dice provides for scaffolding
instruction for learners. Initially, the students learn about how to have a conversation in the
whole group and then practice a conversation using the prompts in the practice activity with the
goal of using these conversation structures and vocabulary in authentic situations.

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Teaching Tips
•

Provide whole-group opportunities to model conversations. The goal is to have five back-andforth exchanges between students for an effective conversation (Trehearne, 2016).

•

Emphasize open-ended questions in a conversation. It is important that questions elicit language
requiring elaboration rather than simply one-word responses. Open-ended questions provide the
opportunity for the student to extend the conversation and are an effective way to encourage risk
taking (Arnett & Bourgoin, 2018; Garbati & Mady, 2015).

•

Allow students the opportunity to express themselves freely in a risk-free environment that
involves effective feedback to encourage conversation (e.g. modeling language structures, asking
questions) (Arnett & Bourgoin, 2018).

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Practice Activity
Conversation Dice
2-4 students
Learning Criteria:
BC Communication Core Competency:
-practice asking and responding orally to
-I ask and respond to simple, direct questions.
questions about a topic
-I am an active listener; I support and
-use questioning as a strategy for clarification
encourage the person speaking.
-practice turn-taking
-I can understand and share information about
-practice speaking skills (e.g., appropriate
a topic that is important to me.
volume of voice, looking at the listener, finding -I can recount simple experiences and
ways to extend the conversation)
activities and tell something I learned.
-practice listening skills (e.g., paying attention
to what the speaker is saying, asking a question
to extend the conversation, responding in ways
such as nodding)
Materials needed:
-one or two six-sided dice
-reference page with 6-12 question prompts
(e.g., tell me about your weekend, describe
your favorite day, do you prefer ___ or ___
and explain why, I am grateful that…) (see
Appendix B)

Instructions:
1. Students take turns rolling the die (or both dice), then answer the question assigned to the
number they roll.
Extension/Assessment:
-after completing the activity, students can pair up with a different partner and explain orally
what they have learned about their partner during the activity (e.g, “Elle aime ___, son animal
préféré est___”).
-students can fill out self-assessment for listening and speaking (see Appendix C).
References:
-adapted from Arnett, K. (2013). Languages for all: How to support and challenge students in a
second language classroom. Toronto, Ontario: Pearson.

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Activity 3 –Book Sort
Research Connection
Sorting activities support vocabulary building, oral language, and the development of
critical thinking skills (Trehearne, 2016). During sorting activities students are observing details,
discussing similarities and differences, and using critical-thinking skills to classify and
categorize materials. During the following activity students are working together to complete an
open sort. In a closed sort, students sort materials according to criteria given by the teacher. In an
open sort students are asked to decide their own criteria on how to sort the items. The students
work together to use problem-solving skills as they look for the common features among the
items. Structuring pair and cooperative group tasks is an effective way to promote extended
student discourse and practice conversational language (Punchard, 2002).
Teaching Tips
•

Provide opportunities for students to participate in open sorts as a whole group. Model language
to use for interactive discussions as well as how to agree/disagree in a respectful manner.

•

Have children explain their criteria in open sorts. Having children explain their choices provides
an excellent opportunity to develop reasoning skills (Trehearne, 2016).

•

Emphasize and model functional language – “by focusing on functional language required for
interacting and communicating ideas and questions, educators respond to children’s
communicative needs while making connections to the curriculum” (Prologue, 2015, p. 10).

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Practice Activity
Book Sort
2-4 students
Learning Criteria:
BC Communication Core Competency:
-identify attributes through observation and
-I can work with others to achieve a
classification
common goal; I do my share.
-use language to compare and contrast (e.g., same, -I recognize that there are different pointdifferent)
of-view and I can disagree respectfully.
-use questioning as a strategy for clarification
-I can represent my learning, and tell how it
-use language to communicate an idea
connects to my experiences and efforts.
Materials needed:
-approximately 12 books (or chosen sorting
materials)
-recording chart
-reference list of common phrases
(functional language) for group work
discussion (e.g., I think that…, do you
agree/disagree?, they are similar/different
because…) (see Appendix D)

Instructions:
1. Students work together to decide on sorting criteria.
2. Students sort books.
3. Students explain their sorting criteria on the recording chart.
4. Students can sort again according to different sorting criteria.
Extension/Assessment:
-on the recording chart, students can record the categories they used and why they chose these
categories. The recording chart can be used as assessment of attributes identified for sorting.
-students can use a Venn diagram to compare and contrast two books and explain their
reasoning.
References:
-Renee, G. (2019). Lesson plan: Book sorting: Using observation and comprehension to
Categorize Books, IRA/NCTE publishers. Available at:
http://readwritethink.org/resources/resource-print.html?id=145&tab=1

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Activity 4 – Phonological Awareness Sort
Research Connection
Wise et al. (2016) defined phonological awareness as “the ability to attend to, isolate,
and manipulate the sound structure of oral language at the level of syllables, onset-rimes, and
phonemes is a robust predictor of later reading achievement” (p. 285). Specific to studies in
French oral language, Haigh et al. (2011) confirmed that syllable awareness in French immersion
Kindergarten positively affected reading outcomes in Gr. 2 and that knowledge of alphabet
sounds predicted L2 decoding for those students in Grade 1. Picture sorts and word sorts are
designed to help students to learn how and where to look at and listen to words and can provide
for the practice of those essential phonological awareness skills. Teachers providing
opportunities for open sorts, collaborative sorts, varying materials, or giving students choices for
sorting criteria ensures that the activity is differentiated among groups of learners. Sorting
pictures and words can be adaptable to many learning environments and the process of
classifying and categorizing word features lends itself further to cooperative learning (Bear,
Invernizzi, Templeton, & Johnston, 2016).
Teaching Tips
•

Model sorting with teacher-directed sorts.

•

Use sets of pictures with familiar vocabulary that are easy for students to name and sort.

•

Provide students with the opportunity to identify and practice the sounds, rhythms, words,
language patterns, and structures of French through shared reading and read-alouds (Prologue,
2012).

ORAL LANGUAGE DEVELOPMENT IN FRENCH IMMERSION

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32

Work on rhyming, syllable blending and segmenting, sound matching, counting and segmenting
phonemes in a word, isolating the beginning or end phoneme in a word, or substituting one
phoneme for another (Diller, 2007).

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Practice Activity
Phonological Awareness - Sorting and Classifying
2-4 students
Learning Criteria:
BC Communication Core Competency:
-identify attributes through observation and
-I can work with others to achieve a
classification
common goal; I do my share.
-use language to compare and contrast (e.g., same,
-I recognize that there are different pointsdifferent)
of-view and I can disagree respectfully.
-use questioning as a strategy for clarification
-use language to communicate an idea
Materials needed:
-small pictures for sorting (see References
for examples)
-sorting vessel (e.g., alphabet pocket
chart, small baskets)
-cards with sorting criteria (e.g., sort by
number of syllables, sort by beginning or
ending sounds, match rhyming sounds)

Instructions:
1. Students work together to choose a sorting criteria card.
2. Students work together to sort pictures according to criteria card.
3. Students may also choose to sort pictures according to their choice of criteria and then
create their own criteria card.
4. Variations:
-students can sort pictures by concepts (e.g., colour, real/imaginary, big/little, season).
-using student photos, students say the name, clap the syllables, then sort the photos by
number of syllables in the name.
Extension/Assessment:
-students can use the printed form of words to sort by visual patterns, letter sequences, complex
vowel sounds, nouns/action words.
-on a recording chart, students can record the categories they used and why they chose these
categories. The recording chart can be used as assessment of attributes identified for sorting.
References:
-for pictures to sort: North Vancouver (BC) School District No. 44. (2002). Firm foundations:
L’éveil à la lecture chez les petits. North Vancouver: School District No. 44.
-Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2016). Words their way: word study
for phonics, vocabulary, and spelling instruction (6th ed.). Upper Saddle River, New
Jersey: Pearson.

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Activity 5 – Barrier Game
Research Connection
Research has highlighted the relationship of vocabulary knowledge and reading
comprehension (Erdos et al., 2011; Seifert et al., 2017). Chu (2016) stated, for example, that, “it
is evident that increased exposure and practice of vocabulary instruction and activities can help
to improve students’ word knowledge, and thus contribute to enhanced reading competence” (p.
28). Other researchers have suggested incorporating vocabulary instruction and practice
throughout the day using play-based learning, games, and peer interactions (Chu, 2016). Through
play-based activities and games learners can engage with new vocabulary; further, they can
actively think about the meanings of words as well as make connections between and among
words (Arnett & Bourgoin, 2018).
Barrier games are an excellent oral language tool for developing and monitoring students’
receptive and expressive vocabulary; additionally, they provide for review and practice of new
vocabulary presented during lessons (Jarred & Roelofs, 2003). The purposes of barrier games are
to scaffold speaking, listening, and comprehension skills by providing students with the
opportunities to interact together to give and follow directions (Trehearne, 2016). A barrier game
is a game played between two or more people where a barrier is placed between the players and
the players give and follow directions to each other to complete the objective of the game (Jarred
& Roelofs, 2003). Teachers can refer to the teaching tips below before introducing the barrier
game as a practice activity:
Teaching Tips
•

Provide explicit vocabulary instruction through mini-lessons and during read alouds. (Arnett &
Bourgoin, 2018; Belisle, 1997; Chu, 2016). Planning lessons for second language learners

ORAL LANGUAGE DEVELOPMENT IN FRENCH IMMERSION

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requires a careful assessment of what vocabulary is needed to ensure students can fully
participate in the lesson or activity. Read-alouds are an effective way to incorporate word
learning both incidentally and through direct instruction within a context (August et al., 2005).
•

Explicit vocabulary instruction includes deliberate and planned selection of 15-20 highfrequency, topic-specific words (Seifert et al., 2017).

•

Model examples of word use in all contexts. Consider breadth of knowledge (number of words to
learn) but also depth of knowledge (multiple meanings of words, relationships of words such as
synonyms/antonyms, and figurative language such as idioms, similes and metaphors) (Brooke,
2017).

•

Language features should include nouns, verbs, adjectives, and prepositions (Cammarata &
Tedick, 2012).

•

Vocabulary needs to be relevant for the particular topic as well as for the children’s lives. Both
teachers and students can be involved in the selection of words for study. As such, students can
draw on their background knowledge and connect new words to known words and word
meanings, which aids in comprehension (Sweeny & Mason, 2011).

•

Include visual aids (Sweeney & Mason, 2011).

•

Include vocabulary on a word wall in the classroom (Arnett & Bourgoin, 2018; Bear et al.,
2016).

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Practice Activity
Barrier Game
2 students
Learning Criteria:
BC Communication Core Competency:
-give clear directions using spatial concepts
-I ask and respond to simple, direct questions.
(e.g., right/left, up/down)
-I present information clearly and in an
-reinforce understanding of topic-specific
organized way.
vocabulary
-practice listening skills
-use questioning as a strategy for clarification
Materials needed:
-barrier to block student viewpoint of each
others’ work (e.g., display board, file folder)
-barrier game (see references for ideas)
-visual reference list of spatial language for
students to follow (see Appendix E)
-reference list of topic-specific vocabulary
Instructions:
1. Students place barrier between them and set up game pieces.
2. Students take turns providing oral instruction where to place game pieces or how to
complete a task. Students can ask questions to clarify instructions.
3. Upon conclusion of the game, students remove barrier to see if placement of game pieces
or if the product of the task match instructions given.
Barrier game examples:
-add details to a picture: student A provides clear directions so student B can place matching
details on a picture (e.g., put the picture of the mitten beside the tree).
-3D or 2D construction: student A provides clear directions so student B can replicate what is
being built (e.g., using blocks or cut-out shapes).
-create a scene: student A draws a picture while describing it to student B, who must duplicate
that drawing without seeing it (e.g., draw a dog on the top of the page, beside it draw two trees).
Extension/Assessment:
-language in the barrier game can be varied according to ability from simple directions
(up/down, left/right, on/under) to complex directions (north, south, east, west). Further, the game
can include simple vocabulary involving colour, size, or shape to more complex vocabulary
describing pattern and texture.
-upon removal of the barrier, students can self-assess how they were able to follow directions
and reflect on any problems that may have occurred.
References:
-Jarred, A. & Roelofs, N. (2003). Developing oral language with barrier games. Retrieved from
https://www.scoilnet.ie/uploads/resources/24381/24104.pdf
-Trehearne, M.P. (2005). Littératie dès la maternelle. Mont-Royal, Québec: Groupe Modulo
-https://www.teacherspayteachers.com/Product/Jeu-de-communication-orale-Lhiver-OralCommunication-Game-in-French-2247209

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Activity 6 – Story Retell
Research Connection
Researchers have noted the importance of oral narrative production in role-plays through
story retell and story regeneration and found that narrative skill contributes to second language
reading outcomes (Garbati & Mady, 2015; Hipfner-Boucher et al., 2015). Retelling and
dramatizing familiar stories improves vocabulary and can effectively scaffold the development
of oral language, comprehension and background knowledge (Trehearne, 2016). For example,
vocabulary learned during read alouds can be reinforced and practiced during story retell,
allowing students the opportunity to make connections to the new words. Role-play gives
learners an opportunity to act in life-like situations so that they can practice conversational
language and learned vocabulary for particular situations (Garbati & Mady, 2015). Additionally,
planning during a group task such as that proposed in the following activity can promote L2 oral
development as research has shown that rehearsal and planned speech can have a beneficial
impact on the fluency and accuracy of the language (Garbati & Mady, 2015).
Teaching Tips
•

As a whole group, model how to retell a story. Begin with retelling the story and model how to
act it out. The second time, retell the story and pause for the children to do the actions. Next, the
students simply follow the pictures in the text and act out the story (Trehearne, 2016). Finally,
the story can be used as a center activity for students to practice retell. Use familiar books for
retell.

•

Use props, cut-up sentences and words from the story, puppets, and story-telling prompt cards
(e.g., who, what, when, where, why) as prompts to aid in retell.

•

Establish group work expectations.

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Practice Activity
Story Retell
2-4 students
Learning Criteria:
BC Communication Core Competency:
-retell a familiar story
-I can work with others to achieve a
-determine the most important ideas and the
common goal; I do my share.
relationship between them
-I am an active listener; I support and
-negotiate the distribution of roles to complete an
encourage the person speaking.
activity
Materials needed:
-a familiar book for retell (e.g., a familiar
fairy tell)
-a recording chart of vocabulary/phrases
from the book
-story-telling objects (e.g., puppets, felt
pieces, props)
-story-telling vocabulary cards (e.g.,
beginning, middle, end, then, after,
suddenly) (see References)

Instructions:
1. Students negotiate roles for story-retell (e.g., who retells the beginning, middle, or end,
who presents the introduction of the story, who plays which character, who plays the
narrator).
2. Students work together in a group to retell a familiar story.
3. Students work to use story-telling vocabulary and use a recording chart to record
vocabulary used in their retell.
Extension/Assessment:
-students collaborate to put pictures from the story in sequential order before story retell.
-students work together to write phrases to describe beginning, middle, and end of the story.
-students record their story retell on a recording device (e.g., Ipad) or present to the whole group
in order to aid in assessment and feedback.
References:
-Teachers Pay Teachers (n.d.) French transition words/sentence starters to enhance writing.
Retrieved from https://www.teacherspayteachers.com/Product/French-Transition-WordsSentence-Starters-to-ENHANCE-WRITING-1503257
-Teachers Pay Teachers (n.d.) French story elements retelling mini poster set. Retrieved from
https://www.teacherspayteachers.com/Product/French-Story-Elements-Retelling-MiniPoster-Set-1507767

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Activity 7 – Story Generation
Research Connection
Research demonstrates that expressive and receptive narrative skill makes a substantial
contribution to L2 reading outcomes in the early elementary grades (Hipfner-Boucher et al.,
2015). Further, the conditions that encourage students to develop oral communication skills
(listening, oral interaction, production of speech) also assist them in developing or transferring
reading and writing skills (Prologue, 2012); therefore, there is value in providing L2 children
with classroom-based language experiences that promote narrative competence. In story
generation activities such as that described below, students practice oral communication skills
and are able to make connections to the topic being addressed. They can use descriptive criteria
to discuss details or concepts in the pictures presented or generate a story from the images. The
use of personal language (e.g., I like…/I don’t like…) is a motivator as it gives students a sense
of ownership of the language (Haj-Broussard et al., 2017).
Teaching Tips
•

Before introducing the story generation activity as a center, model describing pictures using
descriptive language as well as how to generate a story from a picture using story-telling prompts
(e.g., who, what, when, where, why).

•

For more imaginative role-play, provide non-specific props (Trehearne, 2016).

•

Refer to the students’ five senses to promote descriptive language (Haj-Broussard et al., 2017).

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Practice Activity
Story Generation
2-4 students
Learning Criteria:
BC Communication Core Competency:
-share information using who, what, where,
-I ask and respond to simple, direct questions.
when, why, and how
-I present information clearly and in an
-determine the most important ideas and the
organized way.
relationship between them
-I am an active listener; I support and
-practice vocabulary and language structures
encourage the person speaking.
learned
Materials needed:
-calendar pictures
-sentence starter prompts (e.g., I see…, I
like…) (see References)
-story-telling vocabulary cards (e.g., once upon
a time, who, what, when, where, how) (see
References)

Students work with a partner/small group to complete sample activities:
• find objects in your picture that begin with the letter/sound ‘t’
• find objects in your picture that are red
• find objects in your picture that are small
• describe the picture using your five senses
• discuss what you like/don’t like in the picture
• invent a story about your picture (i.e., who, what, when, where, why)
• grab-bag stories: fill a bag with small toys (e.g., animals, cars, dolls). Ask children to shut
their eyes and each pick two items. Have them talk to a partner about the two items.
Children then choose one of the items that remind them of something they have at home
or something that has happened to them. They then tell their partner the “story” or
personal recount related to the item (Trehearne, 2016).
Extension/Assessment:
-students can draw and/or write about the main ideas (e.g., beginning, middle, end) after telling
their story to aid in assessment and feedback.
-students use a wordless picture book to aid in story generation. Students can work together to
write phrases to describe beginning, middle, and end of the story.
References:
-Teachers Pay Teachers (n.d.). French sentence starter prompts. Retrieved from
https://www.teacherspayteachers.com/Product/French-sentence-starter-promptsflashcards-2050017

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Activity 8 – Story-telling Dice
Research Connection
This activity is similar to the story generation activity described above. Students can use
the story-telling techniques that they have learned to discuss details or narrate a group story
using the images on the dice. An interactive group activity, such as the activity described below,
can also help elicit the repeated use of vocabulary, academic concepts and a variety of language
structures (Punchard, 2002). The possibility of creativity and use of imagination in this practice
activity provides motivation for the students. For example, adding personal information, such as
their own name, to the stories created, motivates students and helps make connections to the
language.
Teaching Tips
•

Before introducing the practice activity, model describing pictures using descriptive language as
well as how to generate a story from the story-telling prompts on the dice (e.g., who, what, when,
where, why).

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Practice Activity
Story-Telling Dice
2-4 students
Learning Criteria:
BC Communication Core Competency:
-share information using who, what, where,
-I am an active listener; I support and
when, why, and how
encourage the person speaking.
-determine the most important ideas and the
-I present information clearly and in an
relationship between them
organized way.
-practice vocabulary and language structures
-I can work with others to achieve a common
learned
goal; I do my share.
-practice turn-taking
Materials needed:
-story-telling dice. Each die represents images
such as character, place, time, or other. There
are many commercial story-telling dice
available, however, see References for images
to make your own dice.
-story-telling vocabulary cards (e.g., once upon
a time, then, next, suddenly, at the end) (see
References)
-reference bookmark to indicate main story
elements (see Appendix F)
Instructions:
1. Students can use the prompts on the die to retell a familiar story, add personal details to a
familiar story, or invent a new story. First student begins with “Once upon a time…”
2. Students take turns rolling dice. Student chooses an image from a dice rolled to add to the
story.
3. Students refer to reference bookmark to ensure main story elements are discussed (e.g.,
who, what, when, where, why, how).
Extension/Assessment:
-this activity can be differentiated by having students simply name the images, create sentences,
or narrate stories using the dice. For example, students could choose two dice only (e.g., a
character die and a setting die) and create sentences such as “the princess is in the castle” or with
added details as in “the princess is sleeping in the castle”.
-students can work together to write or present their story. Teachers can assess and provide
feedback on criteria such as the use of story elements and related vocabulary.
References:
-Lucy S. (2016) French storytelling dice for French Immersion. Available at
https://www.forfrenchimmersion.com/french-storytelling-dice/
-Teachers Pay Teachers (n.d.). French sentence starter prompts. Available at
https://www.teacherspayteachers.com/Product/French-sentence-starter-promptsflashcards-2050017
-Teachers Pay Teachers (n.d.) French transition words/sentence starters to enhance writing.
Available at https://www.teacherspayteachers.com/Product/French-Transition-WordsSentence-Starters-to-ENHANCE-WRITING-1503257

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43

Activity 9 – Action-Oriented Task
Research Connection
In the action-oriented approach, learners are placed in authentic communication
situations involving an action or task to complete. The learner must make connections and draw
upon his/her experiences to accomplish the task and it is by engaging in these communicative
tasks, that learners build their communicative competencies (Piccardo, 2014). While making
connections students are relating new words to existing vocabulary and knowledge. During
completion of the task the learner must make choices, reflect upon his/her choices, and think
critically. The following two activities represent action-oriented tasks.
Teaching Tips
•

Before the practice activity, model language and explicitly teach vocabulary for describing
oneself.

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44

Practice Activity
Action-Oriented Task
2-4 students
Learning Criteria:
BC Communication Core Competency:
-use descriptive vocabulary relating to self (e.g.,
-I can understand and share information
clothing, physical appearance)
about a topic that is important to me.
-use language to communicate an idea
-I present information clearly and in an
-practice vocabulary and language structures learned organized way.
-I can present information and ideas to an
audience I may not know.
Materials needed:
-yarn, small paper plates, buttons, google
eyes, small pebbles
-sentence prompts related to “self” (see
Appendix G)

Instructions:
1. Students use the materials to create a self-portrait.
2. Students take turns using the sentence prompts to talk about self.
Extensions/Assessment:
-allow opportunity for students to ask open-ended questions
-students can write about self using sentence prompts either in paragraph form or using
Appendix G. Appendix G can also be used as a form of assessment.
-students can describe their partner to practice third person prompts
-students can write about self in letter format to mail to students in a different community
-students can use Skype to introduce selves to students in a different community
References:
-Piccardo, E. (2014). From communicative to action-oriented: A research pathway. Retrieved
from https://transformingfsl.ca/wpcontent/uploads/2015/12/TAGGED_DOCUMENT_CSC605_Research_Guide_English_0
1.pdf

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Activity 10 – Lost Suitcase
Research Connection
Constructive and purposeful play is an organized form of play that is task-oriented and
thoughtful. Children who are engaged in constructive play use materials to create something, or
to accomplish a task. “With its rich capacity to teach children to problem-solve, connect,
understand, and be inquisitive in their play, constructive play is an important part of an earlylearning environment” (Trehearne, 2016, p. 192). When children are playing with others, they
develop and practice vocabulary, engage in language for conversation, demonstrate selfregulation and problem-solving skills, and work on academic concepts in an authentic situation
(Trehearne, 2016). Punchard (2002) affirms the importance of play-based activities when stating
that “immersion teachers need to create learning environments and design activities that are
conducive to students communicating with each other in meaningful ways, striving to help each
student stretch his/her language skills a little farther each time” (p. 2). The lost suitcase is a playbased activity that also promotes descriptive writing amongst students. It uses a real-world
purpose and concrete materials to motivate students and support their thinking (The Balanced
Literacy Diet, n.d.). The lost suitcase is an action-oriented activity requiring constructive,
purposeful play and can be extended to promote descriptive writing.
Teaching Tips
•

Before the practice activity, engage students in goal-oriented tasks, modeling functional
language required to complete the task.

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46

Practice Activity
Lost Suitcase
2-4 students
Learning Criteria:
BC Communication Core Competency:
-use descriptive language
-I can work with others to achieve a common
-use language to communicate an idea
goal; I do my share.
-practice vocabulary and sentence structures
-I present information clearly and in an
learned
organized way.
-negotiate the distribution of roles to complete -I ask and respond to simple, direct questions.
an activity
Materials needed:
-small suitcase
-items that are easy and interesting to describe
(e.g., clothing, shoes, toiletries)
-a visual reference list or dictionary with
common descriptive words (e.g., colour, size,
function)
-a template of a lost and found poster (see
Appendix H)

Instructions:
1. Students work together to describe the suitcase.
2. Students work together to describe each item in the suitcase.
3. Students work together to fill out lost and found poster using words or pictures.
4. Students rehearse presenting the lost and found poster using descriptive language.
Extension/Assessment:
-students can present their lost and found poster to the class to facilitate student and teacher
feedback
-have students discuss and write descriptions of who they think the owner of the suitcase might
be based on the items.
-encourage the students to dramatize the owner of the suitcase packing his/her items, reporting
the suitcase and missing items to an airport staff, etc.
References:
-The Balanced Literacy Diet. (n.d.). The lost suitcase. The Ontario Institute of Studies in
Education, University of Toronto. Retrieved from
https://www.oise.utoronto.ca/balancedliteracydiet/Recipe/00050/
-visual dictionary: Morin, R.L. & Brien, C. (2006). Mon dictionnaire de tous les jours:
Enseignement du Français au primaire, 1er cycle. Montréal, Québec: Les Éditions La
Pensée Inc.
-visual dictionary: Morin, R.L. & Brien, C. (2010). Mon dictionnaire de tous les jours:
Enseignement du Français au primaire, 2e cycle. Montréal, Québec: Les Éditions La
Pensée Inc.

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47

Assessment Practices
General assessment suggestions to inform learning for communicative competence,
vocabulary acquisition and phonological awareness have been indicated for each activity. For
each activity multiple assessment practices can be in progress at the same time (e.g., student self
assessment, teacher feedback of oral communication, observations, assessment of criteria during
and upon completion of the task). Arnett (2013) accurately states that:
The trickiest skill to assess in the language classroom is spoken interaction,
because of the way in which it happens in real time, it is therefore best managed
through close teacher monitoring (e.g., through student interviews with the
teacher or teacher monitoring of an exchange between partners). (p. 181)
Assessments for oral communication have been provided (Appendix C for self-assessment for
listening and speaking and Appendix I for a teacher observation/evaluation form for oral
language skills). The Common European Framework of Reference (CEFR – see References) is
also a useful framework to help teachers identify the language proficiency of students.
Summary and Conclusion
This chapter began with a summary of the intent of the activities in this teacher resource
to promote the development of oral language skills in primary French immersion as a foundation
for literacy. Each activity focuses on one or more of the oral language themes of communicative
competency, vocabulary development and phonological awareness. For each activity a research
connection is described and teaching tips related to the activity are provided. I hope that these
activities can be used as a starting point to provide inspiration for primary K-2 French immersion
teachers to continue to engage in further promoting oral language practice activities in their
classrooms and during literacy centers. The next chapter is a summary, recommendation and
conclusion of the project. The chapter ends concludes with my personal reflections on the
project.

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48

Chapter 5: Recommendations, Reflections and Conclusion
This project focused on pedagogical practices for promoting the development of oral
language skills as a foundation for literacy in primary French immersion classrooms. To
summarize, Chapter 1 explained the significance and purpose of the project. The chapter 2
literature review discussed balancing content versus language instruction and explored the oral
language themes of communicative competency, vocabulary acquisition, and phonological
awareness. Chapter 3 outlined the process of research involved in the project. Chapter 4
presented pedagogical activities for primary K-2 French immersion teachers to promote French
oral language development. Emphasis was placed on the development of French oral language
skills in communicative competency, vocabulary acquisition, and phonological awareness. This
chapter 5 discusses the limitations of the project with recommendations for future research, as
well as my personal reflections and conclusion on the research process.
Limitations and Recommendations
There are some limitations in this project. Although these activities are intended to support
French immersion primary teachers, I did not involve them directly in the research. The main
research methodology used was content analysis, therefore, interviewing teachers was beyond
the scope of the project. I did, however, use my experience as a primary French immersion
teacher to assist me in the selection of activities to include. A recommendation for additional
research could include interviewing French immersion teachers to explore their perspectives on
pedagogical practices for oral language development. Another limitation is that the scope of this
project was limited to only 10 activities to support the development of French oral language
skills. Oral language development as a foundation for literacy is a topic that is quite extensive.
Each of the areas of communicative competency, vocabulary acquisition, and phonological

ORAL LANGUAGE DEVELOPMENT IN FRENCH IMMERSION

49

awareness could be expanded upon further with additional activities developed. Given more time
and resources, this project could be expanded into a volume that includes activities for both
primary and intermediate French immersion teachers.
There are some recommendations that I have for the activities in this project. The teaching
and learning activities suggested are recommended as a starting point for teachers to actively
engage in implementing practice opportunities that promote the development of French oral
language skills and address the balance of content versus language instruction. The activities in
the project are partner or small group independent activities intended to be included in K-2
French oral language classroom literacy centers. They can also be considered as a 6th task within
the Daily 5 framework (Boushey & Moser, 2014). These activities are intended as practice
opportunities of French oral language skills after whole or small group lessons. After modeling
communication skills, phonological awareness activities and vocabulary use in a whole group,
the students can practice what they have been taught at the literacy centers in K-2 French
immersion classrooms.
Two further areas of consideration that could be explored further and are possible
recommendations for future research relate to the use of technology in the classroom and parent
involvement:
Technology in the classroom. The increase in technology-based student learning has
expanded the tools available to teachers and students for oral language development. Although a
few suggestions for technology use in the classroom are given in this project, it is recommended
that future research explore how technology can be integrated effectively as a tool to support L2
oral language skills.

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50

Some activities in Chapter 4 listed the use of Skype or a recording device to enable students
to listen to their oral language production and for teachers to provide feedback. The following
websites/apps are additional recommendations to promote oral language development in the
primary French immersion classroom:
•

https://www.lalilo.com/ - Lalilo is an online literacy program for K-2 teachers and students.
Students practice foundational literacy skills in French.

•

https://itunes.apple.com/ca/app/sock-puppets/id394504903?mt=8 - “Sock Puppets” app allows
students to create puppet shows. Students can use this app for story retell or story generation.

•

https://www.forfrenchimmersion.com/free-online-resources-for-french-teachers/ - a list of free
online resources for French teachers.

•

https://schools.duolingo.com/ - includes a language learning website and app

•

https://www.logicieleducatif.fr/ -educational games in French

•

https://www.poissonrouge.com/ – educational games in French
At-home connection to oral language. In the introduction of Chapter 1 it was noted that
research in first language learning demonstrates the importance of the early development of oral
language skills for achievement in reading. Some of these skills do transfer from L1 to L2
(August et al., 2005; Jared et al., 2011); therefore, there is an at-home connection that can be
explored. The scope of this project was limited to L2 oral language development in the
classroom but additional research could inform educators about suggestions for parents to
promote oral language at home. Chiang and Rvachew (2007) affirm that because of the crosslanguage transfer of some oral language skills “parents should be encouraged to promote their
child’s language and literacy skills at home even when they are not fluent in the language of
instruction at their children’s schools” (p. 303). A French immersion primary teacher usually

ORAL LANGUAGE DEVELOPMENT IN FRENCH IMMERSION

51

encourages parents to read with their child at home, in English or French. Additional research is
recommended to explore this area to a fuller extent in order to expand the school/home
connection and further promote oral language development.
Personal Reflections and Conclusion
As a primary French immersion teacher driven to support the growth and development of
my students I am passionate about determining best practices to support language and literacy
learning in my classroom. Doing this project provided me with the opportunity to reflect on my
own teaching practices and to explore research in French immersion pedagogy. I feel teachers
and students will benefit from the activities proposed in chapter 4 of this project. The teaching
and learning ideas presented in the project will contribute effectively to building French oral
language skills as a foundation for literacy, which, in turn, can positively influence students’
reading and writing outcomes. It is my hope that the activities presented in this project provide
not only a starting point to promote oral language but also help to address the gap in content
versus language instruction, provide an environment through centers-based activities in which
students are encouraged to take risks to use the French language, help teachers differentiate
instruction to meet the needs of all learners, and finally, provide inspiration for educators to
continue to engage in promoting oral language in their classrooms.

ORAL LANGUAGE DEVELOPMENT IN FRENCH IMMERSION

52

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ORAL LANGUAGE DEVELOPMENT IN FRENCH IMMERSION
Appendices
Appendix A
Communication Circle (from Trehearne, 2005)

60

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61

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Appendix B
Question Prompts for Conversation Dice

1

Décris ton animal
préféré.

2

Pendant la fin de
semaine j’ai…

3

J’aime___ mais je
n’aime pas ___.
Dans ma famille…

4
5

Mon jouet préféré
est___ parce que__.

6

Dans mon sac à dos, il
ya…

7

Je suis
reconnaissant(e)…
Si un monstre
habitait chez moi…
Mon activité
préférée est…

8
9
10
11
12

Mon endroit préféré
est ___ parce que__.
Je suis fier (e)
de___ parce que__.
Choix ouvert.

Merci!

ORAL LANGUAGE DEVELOPMENT IN FRENCH IMMERSION
Appendix C
Self Assessment for Listening and Speaking (adapted from Trehearne, 2016)

Je peux bien parler.
Je regarde mes amis quand je
parle.
Je pense à ce que je dis.
Je parle clairement et pas trop
fort.
Je réponds aux questions.
Je parle français.

Je peux bien écouter.
J’écoute bien.
Je regarde la personne qui parle.
J’attends mon tour pour parler.
Je pose les questions.
Je pense à ce que la personne dit.

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Appendix D
Reference list of functional language (adapted from Prologue, 2015)

J’aime ça.
J’ai une idée
J’aime ton idée.

Tu veux jouer?
Es-tu d’accord?
Tu dessines bien.

Je peux t’aider?

Merci pour ton
aide.
C’est ton tour.
Tu veux ceci?

C’est mon tour.
Je peux les mettre
ici.
Je pense que…

Qu’est-ce que tu
penses?

C’est bon.
Bonne idée.
Ils se ressemblent
parce que…
Ils sont différent
parce que…
On peut faire ça.
Fais comme ceci.

ORAL LANGUAGE DEVELOPMENT IN FRENCH IMMERSION
Appendix E
Reference for Spatial Language
Reference posters such as the following can be found at: http://www.posterpals.ca/french-c1/posters-c-1_7/themes-grammar-c-1_7_10/pour-se-rendre-p-867.html

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Appendix F
Bookmark for Story Elements (from North Vancouver School District No. 44, 2002)

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ORAL LANGUAGE DEVELOPMENT IN FRENCH IMMERSION
Appendix G
“Moi” Sentence Prompts Template
Students can fill in the template or simply use as a checklist.

Je m’appelle ________.
J’ai les cheveux ________.
J’ai les yeux ________.
Il y a ___ personnes dans ma famille.
J’aime la couleur ________.
J’ai _____ ans.
Ma fête est ________.
J’aime manger ________.
J’habite à ________.
Mon animal préféré est ________.
Je peux ________.
Je porte ________.
J’aime ________.

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Appendix H
Lost and Found Poster Template

TROUVÉ
Voici un dessin/description de la valise.

Dans la valise il y a:

Veuillez contacter:

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Appendix I
Teacher Observation/Evaluation Form for Oral Language Skills (from Trehearne, 2006)

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