The Impact of CEFR-Related Professional Learning on Second-Language Teachers' Classroom Practice: The Case of French in Canada

Autor/inn/en	Rehner, Katherine; Lasan, Ivan; Popovich, Anne; Palta, Zehra
Titel	The Impact of CEFR-Related Professional Learning on Second-Language Teachers' Classroom Practice: The Case of French in Canada
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 24 (2021) 1, S.26-53 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Second Language Learning; Second Language Instruction; Faculty Development; Language Teachers; Guidelines; Rating Scales; Teacher Attitudes; Teacher Surveys; Teaching Methods; Evaluation Methods; Speech Acts; Student Needs; Sociolinguistics; Pragmatics; Instructional Materials; Task Analysis; Authentic Learning; Communicative Competence (Languages); Foreign Countries; French; Lesson Plans; Canada; Europe + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Richtlinien; Rating-Skala; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Sprechakt; Soziolinguistik; Pragmalinguistik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Aufgabenanalyse; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Französisch; Lesson planning; Unterrichtsplanung; Kanada; Europa
Abstract	This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers' classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning, teaching, and assessment/evaluation practices before versus after their professional learning. The results revealed that the impact of such professional learning is wide-reaching and remarkably consistent across all three areas of practice. The teachers reported that their professional learning spurred them to start presenting language through speech acts and based on students' needs, to emphasize not only linguistic but sociolinguistic and pragmatic competence as well, and to focus more intently on students' ability to communicate in the L2. The teachers also reported that they increased the use of authentic materials and developed communicative and action-oriented tasks that simulate real-life situations. The findings suggest that CEFR-related professional learning may be used successfully to inspire L2 teachers to implement CEFR-informed classroom practices. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01