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Implementing The Common European Framework Of Reference For Languages And The European Language Portfolio: Lessons For Future Research, David Little, Shelley K. Taylor
Implementing The Common European Framework Of Reference For Languages And The European Language Portfolio: Lessons For Future Research, David Little, Shelley K. Taylor
Education Publications
Since its publication in 2001 the Common European Framework of Reference for Languages has established itself as a key reference in international discussion of proficiency in second and foreign languages. The CEFR represents the culmination of three decades of collaborative research, and it unites two apparently opposed tendencies in the Council of Europe’s work on language teaching and learning. On the one hand, its definition of proficiency in terms of the individual user-learner’s capacity for communicative task performance goes back to its roots in the adult education projects of the 1970s. The Council’s first work in modern languages was carried …
The Power Of “Can Do” Statements: Teachers’ Perceptions Of Cefr- Informed Instruction In French As A Second Language Classrooms In Ontario, Farahnaz Faez, Suzanne Majhanovich, Shelley K. Taylor, Maureen Smith, Kelly Crowley
The Power Of “Can Do” Statements: Teachers’ Perceptions Of Cefr- Informed Instruction In French As A Second Language Classrooms In Ontario, Farahnaz Faez, Suzanne Majhanovich, Shelley K. Taylor, Maureen Smith, Kelly Crowley
Education Publications
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 …