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ERIC Number: EJ967319
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1481-868X
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; Smith, Maureen; Crowley, Kelly
Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, v14 n2 p1-19 2011
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. (Contains 3 footnotes.)
Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquee. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada