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"Using language to engage with the wider world by participating in intercultural experiences to challenge fixed perspectives and build understanding of identities, cultures, societies and histories."

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Truthfully, this statement is not new to me. It is for this reason that I chose to teach French. The aim is to help students challenge preconceptions they may have about other cultures, societies and identities. It's an essential shaping route that could, if delivered delicately, help open minds toward the world and cultivate a welcoming peaceful mentality.

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Ideally, I would like to introduce more cultural variety in my teaching as well as my room layout.
The ultimate would be to help students learn French though cultural exploration. First, I would build foundation for understanding the language and then expand it by means of intercultural experiences. This could be through research, literature and excursions.

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"Encourage students to reflect on their learning, sharing timely specific and well considered feedback to help them set goals for future learning."

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My initial thought when I read this was: 'AMAZING' and 'SO IMPORTANT'. My second thought was: BUT HOW????
Yes, It's incredibly important to have my students reflect on what they are learning and how this impacts their goal setting. However, how to do so when I only spend 30 minutes a day with them. Time can be a constraint. But I need to find a way of doing that.

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There are two things I would like to try implementing in my classrooms.
1) At the beginning of the year, I would like to create a goal ladder with my students. It would be a beginning of the year project where they highlight what their ultimate goal in French for the year is and the steps they need to achieve it.
Each step will be constituted of two things. The front of it would be the little goal they need to achieve to arrive to their ultimate goal and the top of the step would be what they need to do to achieve this mini-goal. At the end of each unit, we can revisit their ladder and see how we are doing in their progress.
2) At the end of each unit, we can have a period set aside to discuss as a group what we learned, what impact it has on us and how we can benefit from it. Each student could even have a reflection journal documenting these thoughts.

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"Through peer relationships, they develop and practice many of the skills they will use throughout their lives. They support each other by providing feedback."

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This made me think of a bible verse found in Proverbs 27:17: " As iron sharpens iron, so one man sharpens his friend." In this case, so one student sharpens his or her peer. In life, we learn from experiences but also from friendships, relationships and partnerships. Shouldn't we also reflect this in our teaching methods? Not only would this help students in their current learning experience, but it also teaches them how to continue doing so in the future as they embark on their own individual journeys.

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One way I think I could implement this is by having my students partner up and work together throughout the unit in applying their learning. Each unit, I would change the partnerships. In that way, everyone gets to experience working with everyone. It also will allow them to learn how to adapt to different personalities. Perhaps, they could come up with a small scenario to demonstrate in front of their peers and have peers comment on each other's progress. Give suggestions and encouragement.

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"Collaborative practice. Take time to plan, assess and learn together -- inquiring into the effectiveness of their teaching [...] reflecting on its impact [...] open and honest [...]"

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This ties in with the previous point. Just like my students could learn from interacting with their peers. As a teacher, I can improve my skills by interacting with my peers and bouncing ideas with them. Looking into how I can improve. What I am doing great. What new ideas I could think of.

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I teach grades 2 to 8. One of my peers teaches JK to grade 1 French. We are collaborating to create together consistency in how we are teaching French. We would like our students to start strong and continue seamlessly, even if they are changing teachers. In addition, going forward, I am planning to collaborate with other subjects experts so that we match our explorations together so that the students are on the same page in different materials during their learning journey.

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"Parents being involved in the life of the school." " Parents volunteers"

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Parents buy-in is very important for the development of my program. But the article is suggesting going even further. It is suggesting, as I understood it, that I involve parents in decision making and in my program. If parents are more hands on in my class, it could also motivate the students. I imagine it could also play a part in how the parents help students develop even further. On the flip-side, I worry that it might create some resistance from the parents. What if they feel differently about cultural differences and what if they impact negatively the minds of our students... just a thought.

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I would like to have parents potentially volunteer in helping me organizing cultural events, such as the day of la Francophonie. This could become a tradition for the school. This kind of event, will allow the parents who would want to help to see what great impact this would have on the students and their learning experience.

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"Creating an affirmative and responsive environment that considers student identities and embraces learner diversity from a strength-based perspective."

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There is a lot of thought that would have to go into this one. Especially in an international diversified classroom, there is a need to be extra careful of how learned material could impact a student's mind.

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Perhaps this could be applied through cultural studies. I would have to explore each student's strength and though I wouldn't be able to target each student with each lesson, I could make sure that their strength are periodically brought out as we go along.