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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 – 5 of 5 1 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 2 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 3 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 4 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 5 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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