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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 L' enseignement-apprentissage des langues étrangères à l'heure du CECRL : enjeux, motivation, implication Pineira-Tresmontant, Carmen (Herausgeber); Monnier, Nolwena; Dotras Bravo, Alexia. - Arras : Artois Presses Université, 2015 BLLDB UB Frankfurt Linguistik Show details 2 MERLIN: multilingvální platforma pro evropské referenční úrovně : = MERLIN: multilingual platform for common reference levels Štindlová, Barbora; Čurdová, Veronika In: Časopis pro moderní filologii. - Praha : Ústav pro Jazyk Český AV ČR 97 (2015) 2, 190-200 BLLDB Show details 3 Una propuesta de adaptación del Marco Europeo para los ESL Coehlo, Elizabeth; Oller, Judith; Serra, Josep Maria. - 2015 BASE Show details 4 La integración, eje central en la enseñanza del español para fines específicos ; The integration, central axis in teaching Spanish for specific purposes Iriarte Romero, Emilio. - : Universidad de Murcia, 2015 BASE Show details 5 Professional Development Based On The Common European Framework of Reference for Languages And The New Ontario French Immersion Curriculum: A Case Study of Reflective Practice Mui, Tiffany H In: Electronic Thesis and Dissertation Repository (2015) Abstract: In this multi-phase case study, the teacher researcher aimed to determine how teachers can be assisted in implementing some principles of the Common European Framework of Reference for Languages/CEFR (Council of Europe, 2001) into their pedagogical practices for primary-aged children enrolled in early French Immersion programs. Through a series of interviews conducted over three phases and a five-month period, the researcher led the teacher participant through professional development (PD) to shed light on the PD needed for French Immersion and other FSL teachers to adopt key principles of CEFR-inspired pedagogy into their practice. The results suggest that PD should be offered at the board or provincial level for teachers to understand and be able to implement these pedagogical principles. Moreover, assigning early childhood educators who do not know French to work alongside full-day kindergarten French Immersion teachers impedes the ability of those immersion teachers who are familiar with principles of CEFR-inspired teaching to implement them. The results of this empirical study expand on previous research conducted on the feasibility of introducing the CEFR into Canadian FSL pedagogy. This ground-breaking research explores how educators grapple with a pedagogical innovation and the challenges they face when trying to implement it to meet their own and ministry goals. Keyword: and Multicultural Education; Bilingual; case study; Early Childhood; Elementary Education and Teaching; French Immersion; fullday kindergarten; Kindergarten Teacher Education; Multilingual; Pre-Elementary; professional development; reflective practice; Teacher Education and Professional Development; The Common European Framework of Reference for Languages URL: https://ir.lib.uwo.ca/etd/2827 https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=4450&context=etd BASE Hide details 6 Una propuesta de adaptación del Marco Europeo para los ESL Coelho, Elizabeth; Oller, Judith; Serra, Josep M. In: Bellaterra: journal of teaching and learning language and literature; Vol. 8, Núm. 1 (2015): February/March; p. 10-27 (2015) BASE Show details

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