| Summary: | A curriculum is proposed for teaching francophone culture to French core program students. Culture is inextricably linked to language yet often is not taught. By offering a course in francophone culture as an elective, high school students have an opportunity to increase the intensity of time spent in French while adding depth to their knowledge of the target culture. Definitions of civilization, formal and "deep" culture and the importance of time spent in language instruction are discussed. Models for the selection of content such as those proposed by Nostrand (1967), Seelye (1974) and Brooks (1974) are given. Egan's theory of educational development (1979) is seen as an appropriate basis for relating selection of content to the needs of the adolescent learner. A "functional" rather than a "formal" approach (Stern, 1976) is perceived as the most effective in the teaching of culture. It is posited that extended programs offer a feasible alternative to immersion and core programs and that francophone culture is a suitable topic for such a program.
The curriculum proposed is intended for high school students simultaneously enrolled in core French program classes and consists of three parts:
1. Quebec, past and present;
2. Diverse themes presented and researched by students;
and
3. La Francophonie chez vous: investigations by students into the local francophone community.
The goal of the course is to improve performance in French and to increase the student's knowledge and appreciation of francophone culture. === Education, Faculty of === Graduate
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