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A call for cautious interpretation of meta-analytic reviews
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In: Education Publications (2020)
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| 2 |
Vocabulary learning and retention through multimedia glossing
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Ramezanali, Nasrin; Faez, Farahnaz. - : University of Hawaii National Foreign Language Resource Center, 2019. : University of Texas at Austin Center for Open Educational Resources and Language Learning, 2019
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Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers
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Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers
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In: Canadian Journal of Applied Linguistics; Vol. 21 No. 2 (2018); 1-18 ; Revue canadienne de linguistique appliquée; Vol. 21 No. 2 (2018); 1-18 ; 1920-1818 ; 1481-868X (2018)
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| 5 |
Critical Language Awareness
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In: Education Publications (2017)
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| 7 |
The Common European Framework of Reference (CEFR) in Canada: A Research Agenda
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In: Canadian Journal of Applied Linguistics; Vol. 20 No. 1 (2017); 31-54 ; Revue canadienne de linguistique appliquée; Vol. 20 No. 1 (2017); 31-54 ; 1920-1818 ; 1481-868X (2017)
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| 8 |
Diverse teachers for diverse students: Internationally educated and Canadian-born teachers’ preparedness to teach English language learners
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In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 35 No. 3 (2012); 64-84 ; Revue canadienne de l'éducation; Vol. 35 No 3 (2012); 64-84 ; 1918-5979 ; 0380-2361 (2012)
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| 9 |
Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters
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In: Education Publications (2012)
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The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education; 1-19 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 2 (2011): Numéro spécial : Tendances en didactique des langues secondes et en formation des enseignant(e)s; 1-19 ; 1920-1818 ; 1481-868X (2012)
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Abstract:
This article reports on French as a second language (FSL) teachers’ perceptions of using the Common European Framework of Reference (CEFR)-informed instruction (action-oriented instruction focusing on language use) in FSL classrooms in Ontario. In particular, this paper focuses on teachers’ perspectives of the strengths and challenges of providing CEFR-informed practice in FSL classrooms. FSL teachers (n=93) as well as elementary and secondary school students (n=943) participated in this province-wide study. Participating teachers were introduced to the CEFR and CEFR-informed activities and resources. Teachers then used the resources in their classrooms for approximately three months. At the end of this period, teachers participated in interviews and focus group sessions which focused on their perceptions’ of CEFR’s action-oriented approach. Teachers reported that CEFR-informed instruction increased student motivation, built self-confidence in their learners, promoted authentic language use in the classroom and encouraged learner autonomy. These findings have implications for FSL programs in Canada and possibly other second language education programs worldwide. Résumé Cet article présente les résultats d’une recherche sur les perceptions des enseignant(e)s de FLS (Français Langue Seconde) en Ontario quant à l’utilisation du CECR (Cadre Européen Commun de Référence) dans leurs salles de classe (une approche actionnelle de l’enseignement des langues qui met l’emphase sur l’utilisation même de la langue). Cet article vise principalement à décrire les perspectives des enseignant(e)s quant à la promotion de l’autonomie d’apprentissage tout en utilisant des pratiques proposées par le CECR. Cette étude a été menée dans la province de l’Ontario avec 93 enseignant(e)s de FLS et 943 élèves d’écoles élémentaires et secondaires. Les professeur(e)s ont été tout d’abord introduit(e)s au Cadre et à des activités et des ressources qui développent l’autonomie chez l’apprenant. Ils (elles) ont ensuite utilisé ces ressources en cours pendant plus ou moins trois mois et à terme, ils (elles) ont exprimé leurs perceptions sur l’utilisation de l’approche actionnelle du CECR lors d’entretiens dirigés et de discussions en groupes. La plupart de ces enseignant(e)s ont clairement exprimé que cette approche a élevé la motivation d’apprentissage de leurs élèves, qu’elle a développé la confiance en eux-mêmes, qu’elle a encouragé l’utilisation de la langue cible et qu’elle a favorisé l’autonomie d’apprentissage. Ces résultats ont des conséquences importantes pour les programmes de FLS au Canada et en général, pour l’enseignement des langues au niveau international.
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Keyword:
Applied linguistics; Common European Framework of Reference (CEFR); French as a second language (FSL); second language education; task-based instruction
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URL: https://journals.lib.unb.ca/index.php/CJAL/article/view/19855
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| 13 |
The Power of “Can Do” statements: Teachers’ Perceptions of CEFR- informed Instruction in French as a Second Language Classrooms in Ontario
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In: Education Publications (2011)
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| 14 |
Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada
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In: Education Publications (2011)
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Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada
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In: Canadian Journal of Applied Linguistics; Vol. 14 No. 1 (2011); 29–49 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 1 (2011); 29–49 ; 1920-1818 ; 1481-868X (2011)
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