- View Dr. Roy Lyster
- View Gail Phillips
- View Claudette Dussault
- View Stephanie Barnett
- View The State of French Second Language Education in Canada, 2003
- View Dr Dyane Adam
- View Laura Tarini

Foreword to Teacher Guide by Dr. Roy Lyster, McGill University
Montreal, Quebec, Canada
Before beginning my career at McGill University in 1991, I was a teacher of French as a second language, throughout the 1980s, in immersion and regular French programs. Based on this experience, I published an article in 1987 called 'Speaking Immersion' in which I expressed my concern about regularly hearing utterances such as Je suis douze ans and J'ai allé from grade 8 students who had been exposed to huge amounts of French since kindergarten. I explored various pedagogical and theoretical reasons that could explain the persistence of such basic errors, and came to realize that the work of Stephen Krashen had been very influential in setting the tone for immersion pedagogy at that time. According to Krashen, language would develop primarily as a result of lots of exposure to "comprehensible input". Moreover, he considered error correction to be unnecessary, because it didn't seem to play an important role in first language acquisition, and even harmful, because it could raise the affective filter and impede communication to the point of preventing learning from taking place.

As a result, many teachers provided very little corrective feedback, not wanting, of course, to cause anxiety among their students, especially if the feedback wasn't going to be helpful anyway. However, research since the early 1990s has provided counter-evidence to Krashen's claims, demonstrating instead the positive effects of form-focused instruction and corrective feedback on second language development, and also confirming that corrective feedback can be provided in natural and non-threatening ways that do not hinder authentic communication. To support this new change in perspective, Dr. Cher Harvey's, Veux-tu Jouer? The Prevention and Correction of Errors   in French, is a timely and welcome resource for any teacher of French as a second language.

That many of the errors targeted by these materials are the same that were prevalent among my own students many years ago is testimony to Dr. Harvey's solid choices, based on her own professional experience and theoretical rigour. Her overall approach to "error prevention" is equally solid. Although the notion of error prevention has been misused in the past (e.g., in audiolingual approaches), preventing learners from making errors by preventing them from saying anything other than memorized dialogues, this is not the intention here. These materials are solidly anchored in a communicative approach whereby error prevention is designed to get students to notice, through music, the right way to use many forms in French that we know they have considerable difficulty with. And what better way to direct students' attention than through music!

These materials have been carefully designed and are based on what current research says about feedback, multiple intelligences, music, and cognition. I am sure you and your students will appreciate these helpful, timely and enjoyable activities.

Dr. Roy Lyster is an Associate Professor of second language education.   He is recognized internationally as a leading researcher in the field of corrective feedback and negotiation of meaning in language classrooms. He is co-director of graduate programs in the Department of Integrated Studies at McGill University.

Gail Phillips: Professor and Curriculum Developer, Brock University:
“Music has always been a powerful tool in successful FSL programs, motivating students to be actively involved in their learning as well as addressing their learning styles and intelligences. This resource provides teachers with fun songs and solid instructional strategies to help students not only enjoy learning a second language, but to eliminate common errors in French.”

Claudette Dussault, Professor, Canadore College:
The “Frequently Asked Questions” section of this Teacher’s Guide is one of the best resources I’ve seen for new or even very experienced second language teachers. I have taught second languages for thirty years and have never seen this information compiled in such an accessible manner.

Stephanie Barnett, National Adviser in French, New Zealand:
I am impressed with both the CD and the Teacher’s Guide. The quality of the songs and the practical, user-friendly nature of the Teacher’s Guide will greatly benefit teachers of New Zealand!

The State of French Second Language Education in Canada, 2003:
“FSL programs require quality resources and classroom materials that have been designed especially for FSL learners.”

Dr Dyane Adam, Commissioner of Official Languages, Canada
"While there is no quick fix, renewed emphasis on Second Language proficiency at all levels may be part of the solution."

Laura Tarini, FSL teacher
(From article in North Bay Nugget, May 29/04)
"I'm always looking for new things to add to my collection. The students enjoyed it." (the resource on error correction) Tarini is pleased with Dr Havey's approach: "It allows for every style of learning to happen. I like that it's really hands on. You can't miss with music. Everyone loves music."