This professional learning resource will focus on three critical dimensions of grammar instruction for learners: meaning, use and structure. Referencing developmental levels of language proficiency, it describes differentiated approaches to grammar instruction embedded within the context of meaningful communication in French. Highlights from research are presented to support a deeper understanding of what it means to teach grammar in context and learning samples are intended to support Ontario teachers in incorporating effective grammar instruction into their action-oriented FSL classes.

At head of title: French as a Second Language (FSL). "July 2019"--Cover. Electronic reproduction.

Introduction -- What do we mean by “grammar in context”? -- Implications for teaching grammar in context inspired by the CEFR -- Levels of Context -- Embedding grammar in context within an action-oriented learning cycle -- Learning Samples: Sample 1: “Parler au téléphone” û Using a listening task as a prompt for a speaking task -- Sample 2: “Repérer l’infox” û Using a reading task as a prompt for a written task -- Sample 3: Interdisciplinaire et intégré û Using reading strategies (FSL) to support language development in a subject taught in French within a French Immersion Context (History) -- Considerations for Teaching Grammar within an Action-oriented Approach -- Appendix A : Instructional Strategies -- Appendix B : Synthesis of Communicative Language Competences : adapted from the CEFR 5.2 -- Professional Resources.