School Districts' Assessment of the French Language Proficiency of Prospective FSL Teachers

Autor/inn/en	Merchant, Stefan; Jack, David; Hermans-Nymark, Laura
Titel	School Districts' Assessment of the French Language Proficiency of Prospective FSL Teachers
Quelle	In: Canadian Journal of Educational Administration and Policy, (2023) 202, S.128-140 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; School Districts; Educational Assessment; French; Language Proficiency; Second Language Learning; Preservice Teachers; Student Evaluation; Language Teachers; Second Language Instruction; Teacher Selection; Selection Criteria; Knowledge Base for Teaching; Formative Evaluation; Canada + Suchen Sie Ihr Suchwort? Ausland; School district; Schulbezirk; Education; assessment; Bewertungssystem; Französisch; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Schulnote; Studentische Bewertung; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Selection criterion; Auslesekriterium; Teaching theory; Theory of teaching; Unterrichtstheorie; Kanada
Abstract	It is a widespread practice among Canadian school districts to assess the French language proficiency of candidates applying for French as a Second Language (FSL) teaching positions. This pan-Canadian study used surveys, interviews, and website data to examine the French language proficiency assessment practices and processes used by Canadian schools when hiring FSL teachers. The findings show that almost 90% of Canadian school districts assess French language proficiency when hiring FSL teachers and that the most common form of assessment is to ask one to three questions in French (with candidates responding in French) during the employment interview. Evaluation of the candidates' responses is rarely informed by a language proficiency framework or rubric; instead, evaluators' decisions are informed by their overall impressions of the candidate's language proficiency. Other promising assessment practices are described, along with suggestions about how districts may improve their French language proficiency assessments when hiring FSL teachers. (As Provided).
Anmerkungen	Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01