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This document presents descriptive information and statistics on teachers in Quebec from 1965-66 to 1971-72. The overall intent of this study is described as a complete presentation of information on teachers and a review of their individual characteristics with particular attention paid to the level of teaching, experience, and training. Supportive tables and charts are included throughout the text. There are five chapters. The document begins with an introduction and descriptions of sources, procedure for the study, population studied, and variables. Chapter 2 provides a breakdown of information on the teachers studied according to sector, function, level of teaching, age, and sex. Chapter 3 is concerned with general characteristics of the teachers: citizenship, religion, maternal language, matrimonial status, and regional distribution. Chapter 4 considers teaching experience according to the following characteristics: teacher function, sex, level of teaching, and religion. Chapter 5 presents information on the education of teachers. A conclusion comments on these statistics. (JA)

The teacher's guide for the program of French as a second language required of first and second year students in all Quebec secondary English schools is presented. Following an introductory section, a section concerning the structure and objectives of the program and the organization of the content outlines the method of presentation of the objectives and content, the oral communication objectives, listening objectives, and written communication objectives. A section on pedagogical issues looks at authenticity in the classroom, the ordering of objectives and the integration of skills, variation in the beginning points of the course, variety in classroom exercises and activities, the place of grammar, attitudes toward error, the sociocultural element, and the sociolinguistic dimension in language instruction. The utility, selection, and use of authentic documents (advertising, comic strips, news items, articles, short texts, poems, sports items, weather reports, radio programs, films, and songs) are examined and illustrated in another section. Linguistic games are also examined and the techniques of dramatization, role-playing, simulation, and telephone use are discussed. Three brief sections address instructional materials, student evaluation, and specific reference materials. A bibliography and three lists of potential resource organizations are appended. (MSE)

The program of French as a second language required of third, fourth, and fifth year students in public and private secondary English schools in Quebec is presented. The curriculum outline begins with an introductory section describing: (1) the program's relationship to other programs; (2) background information; (3) a formal need assessment; (4) the current and desired situations; (5) priority needs; (6) the values that are to be transmitted; (7) the sociolinguistic, sociocultural, and instructional foundations of the program; (8) the program's global, general, and terminal objectives; (9) the structure of the instructional content; and (10) the teacher's guide (not included with this document). The three following sections outline the specific linguistic content of the three years curricula, in four categories: terminal objectives for oral communication, terminal listening objectives, terminal written communication objectives (reading and writing), and word lists. A section is included on approaches to student evaluation, including developmental considerations; and a bibligrophy is appended. (MSE)

The teacher's guide for the required curriculum in French as a second language for all elementary English schools in Quebec is presented. An introductory section outlines the program structure, articulation with secondary level programs, the framework for presentation of the terminal objectives within the curriculum, and use of the objectives charts provided in the document. A section concerning instructional orientations discusses creating an environment conducive to learning French, practice of communication, variety in class interactions and activities, integration of the four language skills (listening, speaking, reading, and writing), and attitudes toward error. A section offering practical suggestions has three focuses: the ordering, grouping, and progression of objectives; different types of learning activities (exercises for training in communication, communicative tasks, games, material tasks, interviews and inquiries, discussions, role-playing, mime, sketches, and songs and stories); and instructional materials. Four sample instructional units incorporating the principles discussed in the guide are included, and a final section discusses approaches to student evaluation. A bibliography and three lists of potential resource organizations are appended. (MSE)

The program of French as a second language required of first and second year students in public and private secondary English schools in Quebec is presented. The curriculum outline begins with an introductory section describing: (1) the program's relationship to other required programs; (2) background information; (3) a formal needs assessment; (4) the current and desired situations; (5) priority needs; (6) the values that are to be transmitted; (7) the sociolinguistic, sociocultural, and instructional foundations of the program; (8) the program's global, general, and terminal objectives; (9) the structure of the instructional content; and (10) the teacher's guide, available as a separate document. The two following sections outline the specific linguistic content of the two year curricula, in five categories: terminal objectives for oral communication, synthesis of grammatical elements, terminal listening objectives, terminal written communication objectives (reading and writing), and word lists. A section is included on approaches to student evaluation, including developmental considerations; and a bibliography is appended. (MSE)

A detailed curriculum outline for the state-mandated elementary school program in French as a second language for Quebec English schools is presented. Primary objectives are the development of affective values, social values, and the sense of sociocultural belonging. The curriculum was adapted from the 1972 curriculum, with more specific overall and terminal objectives and a more consistent structure from institution to institution, and with priority given to communication with emphasis on content rather than form. Reading and writing are included as additional means of communication. The outline includes: (1) an introductory and background discussion; (2) a discussion of general program orientations, including foundations, methodological considerations, the global objective, general objectives, the broad approach, the minimum core content, the role of the four language skills (listening, speaking, reading, and writing), and the desired level of usage at program exit; (3) a section on the organization of the program's linguistic content; (4) charts of linguistic content for the first cycle, including terminal objectives for each domain (factual information, intellectual attitudes, affective attitudes, action indicatives, and social acts) and a lexicon; (5) a similar charted linguistic content for the second cycle; (6) a discussion of student evaluation and the roles of the education ministry, school agencies, and teachers in the process; and (7) additional considerations such as scheduling, the instructor's role, instructional materials, and content enrichment. A glossary and list of references are appended. (MSE)