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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 – 15 of 15 1 A call for cautious interpretation of meta-analytic reviews Boers, Frank; Bryfonski, Lara; Faez, Farahnaz... In: Education Publications (2020) BASE Show details 2 Vocabulary learning and retention through multimedia glossing 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 BASE Show details 3 Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers Cooke, Shelley; Faez, Farahnaz. - : University of New Brunswick, 2018. : Érudit, 2018 BASE Show details 4 Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers Cooke, Shelley; Faez, Farahnaz 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) BASE Show details 5 Critical Language Awareness Taylor, Shelley K.; Despagne, Collette; Faez, Farahnaz In: Education Publications (2017) BASE Show details 6 Language Planning Faez, Farahnaz; Taylor, Shelley K. In: Education Publications (2017) BASE Show details 7 The Common European Framework of Reference (CEFR) in Canada: A Research Agenda Arnott, Stephanie; Brogden, Lace Marie; Faez, Farahnaz... 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) BASE Show details 8 Diverse teachers for diverse students: Internationally educated and Canadian-born teachers’ preparedness to teach English language learners Faez, Farahnaz 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) BASE Show details 9 Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters Faez, Farahnaz In: Education Publications (2012) BASE Show details 10 The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario Faez, Farahnaz; Majhanovich, Suzanne; Taylor, Shelley... 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) BASE Show details 11 Are you a native speaker of English? : Moving beyond a simplistic dichotomy Faez, Farahnaz In: Critical inquiry in language studies. - Mahwah, NJ : Erlbaum 8 (2011) 4, 378-399 BLLDB OLC Linguistik Show details 12 Reconceptualizing the native/nonnative speaker dichotomy Faez, Farahnaz In: Journal of language, identity & education. - Mahwah, NJ : Erlbaum 10 (2011) 4, 231-249 BLLDB OLC Linguistik Show details 13 The Power of “Can Do” statements: Teachers’ Perceptions of CEFR- informed Instruction in French as a Second Language Classrooms in Ontario Faez, Farahnaz; Majhanovich, Suzanne; Taylor, Shelley K.; Smith, Maureen; Crowley, Kelly In: Education Publications (2011) 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. Keyword: Common European Framework for Languages (CEFR); Education; French as a Second Language (FSL); Second Language Education Programs URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1071&context=edupub https://ir.lib.uwo.ca/edupub/57 BASE Hide details 14 Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada Faez, Farahnaz In: Education Publications (2011) BASE Show details 15 Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada Faez, Farahnaz 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) BASE Show details

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