How can I help my child with Homework?

Some hints to help your child with their Languages homework


A question we often get from parents is how do I support my child with French homework or  homework in the language of their choice?

Hopefully, these hints will help:

Create a learning space

  • set up a quiet space that limits distractions
  • create a schedule with your child to develop a homework routine
  • time management is an important skill to develop- use a calendar, agenda, or a checklist

Make Connections by asking questions:

  • ask your child to explain what the assignment is about; how it connects to what is happening in class and then make connections to family or community life
  • ask your child about learning strategies being taught and used n the classroom and offer reminders of their use in the classroom.  Strategies often include; activating prior knowledge, expressing main ideas, asking questions and locating facts, sequencing events, summarizing key points, and visualizing

Suggest and Use Support Resources

  • sharing some go to websites, online tools can make a difference and save time on researching, writing and editing
  • help your child consider multiple sources and ask such questions as to who is providing  this information and why? Is it reliable source?

Homework Buddies

  • Encourage your child to exchange contact numbers with friends from class so they can speak to each to potentially help review together
  • Communicate with other parents and the teacher to exchange ideas, challenges, and support each other

French Homework sites:


General Languages help sites (including French)


Information on how to experience and enriched path to languages






Ecole Alpha Secondary

Core French Enrichment

The goal of the Core French Enrichment Program is to broaden and deepen students’ linguistic and cultural understanding. Any Core French student with a strong interest in French language and culture can be a participant in the program. The Enrichment Program is a personalized project done under the supervision of the classroom teacher. Certain guidelines, however, must be respected, for the program is meant to explore in greater depth some of the “big ideas” in the curriculum:

Junior enrichment (grade 8-10)

v With increasing fluency in French, we can participate more actively in reciprocal interactions

v We can experience authentic Francophone cultures through creative works

v Our understanding of culture is influenced by the languages we speak and the communities with which we engage

v We can share our experiences and perspectives through stories

Senior enrichment (grade 10-12)

v Expressing ourselves and engaging in conversation in French involves courage, risk taking, and perseverance.

v Acquiring French allows us to interact with the Francophone world

v Acquiring French allows us to explore diverse opportunities

The Enrichment Program runs for the full duration of the given Core French course, and is thus a reflection of the process of lifelong learning. Several meetings will take place during the course to monitor progress. In the following sections there is a suggested outline of enrichment project management with meeting dates, the report format, examples of possible research and experiential activities, as well as the criteria for evaluation. These guidelines will be more fully explained and perhaps modified by the classroom teacher.

Suggested Project Management

To complete for the first meeting

1. Choose/ create your own “big question” such as

How does language change my view of the world?

How are language and culture linked?

What benefits can a new language bring to my life?

What are the different varieties of language and culture in the French-speaking world?

What are the characteristics of the language and culture in a given part of the French-speaking world?

How can authentic experiences in French help me to learn the language?


2. Decide on the research and experiential activities to be undertaken regularly throughout the course to get answers to your question(s).

Second meeting

Present the research and activities that you have undertaken.

Third meeting

Present further research, tasks and experiences that you have undertaken.

Fourth meeting

Reflect on your activities and research and write answers to your initial “big question”.

This will be followed by an opportunity to share and celebrate your work.

Dates for meeting with the teacher

Meeting 1. __________________________________________________

Meeting 2. _________________________________________________

Meeting 3. _____________________________________________________

Meeting 4. ___________________________________________________

Celebration of achievement can be individual or with other students who have completed enrichment projects (possibly in other grade levels). Format to be determined.

Project reporting

Throughout the course, students seeking enrichment in French will document their work in a portfolio (either digitally or on paper). For each activity students will present a paragraph or a descriptive text, being sure to include the following:

– a visual aid

– a title

– a brief outline (who, what, where, why, when?)

– a core competency: Thinking, Communicating, Personal Awareness, Social Awareness

– a “big idea”

– a detailed description

– the significance of the activity: Did anything surprise you? What did you learn? How was the activity enriching with respect to language and culture? How could you, in the future, further broaden or deepen the learning?

Examples of possible research and experiential activities

Authentic experiences at home

– watching French films

– Listening to French songs (Surf YouTube or, better yet, find Francophone music festivals and explore their programming)

Festivals, Concerts and Theatre – Coup de cœur francophone, 1st to 11th of November :

– Festival d’été francophone de Vancouver. Mid to late June

– Festival du bois. Around Spring Break in Coquitlam – Théâtre de la Seizième. See

Art Projects

– A time line or collage that tells your personal experience with languages and cultures of the world

– A video promoting French in your community

Academic projects

– Explore French ideas from your own perspective

– Research and practise text messaging / SMS in French

– Do a project comparing all the languages and cultures that you know with respect to grammatical structure, recurring themes, or politeness registers, etc.

– Explore an important historical or political event in French Canada or elsewhere in the French-speaking world

– Read a book in French outside class time. Often there are several copies of a book at the library, so it could be good to form a reading group

Leadership experiences

– Create or participate in a community event that promotes languages (especially French)

– Make some promotional posters

– Create a video that promotes French and other languages and cultures at your school

– Form a French book club

– Write a French or bilingual article for the school newspaper

Participation in contests

– Participate in the Concours d’art oratoire

– Participate in the Voix de la Poésie Contest

– Submit a French entry to the Burnaby Writing Contest

Live in French

– Switch the settings on your cell phone to French for a specific period of time

– Switch your computer settings to French

– Likewise switch your ipad settings to French for a period of time

– Write and send videos to a penpal in French. Ask your teacher for help here.

Evaluation Criteria for the French Enrichment Program

– An impeccable work ethic in French class

– Completion of the portfolio as per plan and schedule

– Active participation at all meetings

– Coherence and good thought in the project overall

– It is clear that the student has significantly deepened his/her understanding of French culture and language through their enrichment work

– The project is spread over the duration of the core French course and reflects the process of lifelong learning

École Alpha secondary

Enrichment FRAL – Junior and Senior 



The objective of the enrichment component in FRAL is to deepen your immersion French; that is to say, to make French more meaningful in your life and develop your language skills in an authentic context. Authentic experiences, French leadership, varied performances, and the practice of French daily, are four aspects that will help you achieve this (see attached). 



The enrichment in FRAL is not only in the realization of a single big project but must also include the presence of French in everyday life. During the session, you will meet with your teacher four times and/or in small groups outside of school hours to share your experiences so far. Here is the meeting plan: 

Meeting 1   Week 2  Introduction  Elaborations of the enrichment plans 
Meeting 2   Week 6  Follow-up 1 – Student presents what they have accomplished thus far. 
Meeting 3   Week 11  Follow-up 2 – Student presents what they have accomplished thus far. 
Meeting 4   Week 15  Celebration – Individual or group share with supporting documentation and evaluation.  


Requirements for junior level students (8th and 9th grades) 

3 components of 4 including the component « Vivre en français » 

Requirements for senior level students (10th to 12th grade) 

All four components 

Leave traces 

As the session progresses, your journal, scrapbook, blog, or other platform that you use to document your tracks must be updated. 



To earn your enrichment credits, each of the criteria must be fulfilled at each meeting. There is no final evaluation, but rather a continuous evaluation. If you fail or do not attend all scheduled meetings, you are automatically removed from the FRAL Enrichment Program. 


Expectations (criteria) 

  • Take language risks 
  • Be open to francophone culture 
  • Exploit your passions 
  • Achieve a personal, meaningful, and authentic journey 
  • Invest on a regular basis 
  • Document your journey (leave traces) 





Typing characters using online input;

Extra readings on topics listed above;

Weekly writing assignments;

Extra projects: booklet of writing




 Enrichment Unit 

Please choose one of the following ideas to develop. 

Complete the framework grid provided to outline your work. 

Share your findings and learning using the presentation format of your choice either digital, visual, or verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media. 


  1. Language and culture are interconnected and shape our perspective, identity and voice. 
  1. Listening and viewing with intent supports our acquisition of a new language.  What’s our purpose? 
  1. The communicative context determines how we express ourselves.  How? 
  1. Exploring diverse forms of cultural expression promotes greater understanding of our own cultural identity.  How?   
  • Celebrations, customs, folklore, language use, traditions 
  • Creative works include, books, paintings, sculpture, theater, dance, poetry and prose, filmaking, musical composition, architecture 
  1. Developing proficiency in a new language provides unique opportunities for careers, travel, personal growth and study abroad. 

What we can do: 

  1. Investigate regional and ethnic diversity of Spanish language and Hispanic culture. 
  1. Engage in experiences with Hispanic peoples and communities.   
  • Blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, social media, stores and restaurants where Spanish is spoken) 
  1. Identify and explore opportunities to continue language acquisition beyond graduation. 
  1. Identify and explore educational and personal/professional opportunities requiring proficiency in Spanish. 
  • Academic research, translation, international affairs, government, teaching, travel, study abroad 
  1. Recognize First People’s perspectives and knowledge; other ways of knowing, and local cultural knowledge. 



Contest information:




Concours- Please see your French teacher to help you to prepare.


The tentative dates for the Burnaby District Finals are as follows:

Tuesday, March 10, 2020 Gr. 6/7 Early / Late Immersion and Francophone

Wednesday, March 11, 2020 Gr. 8/9/10 Core and Immersion (Combined Early and Late) and Francophone

Thursday, March 12, 2020 Gr. 11 Core and Immersion (Combined Early and Late) Gr. 12 Core, Early, Late Immersion and Francophone