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Cooke, Shelley; Faez, Farahnaz – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2018
The purpose of this study was to examine the self-efficacy beliefs of novice elementary French as a second language (FSL) teachers. A mixed methods approach was used to investigate self-efficacy appraisals of core French (n = 14) and French immersion (n = 13) teachers in delivering instruction in FSL programs. A questionnaire was administered that…
Descriptors: Self Efficacy, Language Teachers, French, Second Language Learning
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Arnott, Stephanie; Brogden, Lace Marie; Faez, Farahnaz; Péguret, Muriel; Piccardo, Enrica; Rehner, Katherine; Taylor, Shelley K.; Wernicke, Meike – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2017
This article proposes a research agenda for future inquiry into the use of the Common European Framework of Reference (CEFR) in the plurilingual Canadian context. Drawing on data collected from a research forum hosted by the Canadian Association of Second Language Teachers in 2014, as well as a detailed analysis of Canadian empirical studies and…
Descriptors: Guidelines, Standards, Second Language Learning, Elementary Secondary Education
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Wernicke, Meike – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2016
For many decades, Francophone regions in Canada have provided language study exchanges for French as a second language (FSL) learners within their own country. At the same time, FSL students and teachers in Canada continue to orient to a native speaker standard associated with European French. This Eurocentric orientation manifested itself in a…
Descriptors: Foreign Countries, Study Abroad, French, Second Language Learning
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Faez, Farahnaz – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2011
In this paper I examine similarities and differences between the required knowledge base of teachers of English as a second language (ESL) and French as a second language (FSL) for teaching in Kindergarten through Grade 12 programs in Canada. Drawing on knowledge base frameworks in language teacher education (Freeman and Johnson, 1998; Richards,…
Descriptors: Teacher Education, Teacher Education Programs, Second Language Learning, Second Language Instruction
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Faez, Farahnaz; Majhanovich, Suzanne; Taylor, Shelley; Smith, Maureen; Crowley, Kelly – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 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…
Descriptors: Second Language Learning, Focus Groups, Personal Autonomy, Foreign Countries
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Kristmanson, Paula Lee; Lafargue, Chantal; Culligan, Karla – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2011
This paper focuses on an action research project set in the context of one professional learning community's (PLC's) exploration of the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP). Teachers of second and foreign languages in a large urban high school examined the potential of principles and tools related…
Descriptors: Portfolios (Background Materials), Action Research, Second Language Learning, Second Language Instruction
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Lamb, Terry Eric – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2011
Recent research in the fields of motivation and learner autonomy in language learning has begun to explore their relationships to the construct of identity. This article builds on this through the voices of a group of six learners of French or German in a secondary school in England, over a two-year period. These young learners initially reveal a…
Descriptors: Student Attitudes, Learning Motivation, Personal Autonomy, Foreign Countries
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Arnott, Stephanie – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2011
Over the last decade, almost 4,000 Canadian schools have moved to using the Accelerative Integrated Method (AIM) for core French (CF) instruction. Following researchers' recommendations (Brumfit, 1984; Lapkin, Mady, & Arnott, 2009; Larsen-Freeman, 1996, 2000; Prahbu, 1990), I am shifting the focus in this case study from product to process. In…
Descriptors: Teaching Experience, French, Language Teachers, Second Language Learning
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Arnett, Katy; Mady, Callie – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2010
Using the lens of critical theory, this article explores the tenuous relationship between special education and French Second Language (FSL) education, particularly as it manifests in the issue of including students with language-based learning disabilities/difficulties within the French immersion context. Drawing on considerations of these issues…
Descriptors: Critical Theory, Teacher Education Programs, Immersion Programs, Learning Disabilities
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McGarrell, Hedy – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2010
This paper draws on data from questionnaires and participant discussion posts on WebCT to show how native and non-native English speaking student teachers explore the topic of peer feedback. Engaging in peer feedback for their own draft papers provides student teachers an opportunity to gain experience, then reflect on their experience and…
Descriptors: Feedback (Response), Speech Communication, Questionnaires, English (Second Language)
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Wernicke, Meike – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2010
In July 2009, a group of over 80 FSL teachers from British Columbia (BC) participated in a two-week sojourn at the "Centre d'Approches vivantes des Langues et des Medias" (CAVILAM) in Vichy, France, as part of an initiative to address the critical shortage of qualified French language teachers in the province. After almost four decades…
Descriptors: Program Descriptions, Foreign Countries, French, Professional Development
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Carr, Wendy – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2010
A new program for core French teacher candidates called FLAGS (French Language and Global Studies) was established at the University of British Columbia (UBC) in 2007. The program is intended for those who are keen to teach core French and possess rudimentary proficiency in the language but may not necessarily have the same proficiency or prior…
Descriptors: Practicums, Global Education, Foreign Countries, French
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Parks, Susan – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2010
Within teacher education programs, the use of discussion forums offers potential for creating learning communities whereby participants can negotiate meaning and engage in knowledge construction (Lock, 2006; Murphy, 2000). To this end, the present article draws on the findings of a larger research project which focused on a discussion forum…
Descriptors: Preservice Teacher Education, Practicums, Teacher Education Programs, Interviews
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Amrhein, Hannah R.; Nassaji, Hossein – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2010
A growing body of research has examined the effectiveness of written corrective feedback (WCF) for L2 writing. An area that has attracted considerable attention recently is how students and teachers perceive the usefulness of WCF. Most research in this area, however, has focused on students' perspectives, while many fewer studies comparing…
Descriptors: Feedback (Response), Second Language Learning, Error Correction, Teacher Student Relationship
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Arnett, Katy – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, 2008
As FSL teacher educators look to respond to teachers' concerns about the increasingly diverse student population in K-12 settings, empirical research may not always hold the answers--simply because there has not been much research on the topic. In an attempt to at least identify issues worthy of such empirical consideration and discussion within…
Descriptors: Grade 8, French, Second Language Instruction, Teacher Effectiveness