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

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.

Teaching in a French Immersion Setting: A Review of the Who, the What and the How

“…These results prompted a shift to an additional focus on quality output that has influenced the focus of instructional practice among FI teachers. Rehner et al (2021) reported that while FI teachers were previously placing a great deal of attention on form, such as sentence structure and error correction, more recently an increased emphasis on real life situations in which students apply various competencies to accomplish language tasks in French including a focus on the sociolinguistic competencies necessary to understand and produce cohesive and coherent output including correct grammatical constructs has become a focus of instruction.…”

Didactization of L2 French variation in a complex context

“…This trend is systematic in a French-minority setting among FSL learners where exposure to authentic language is limited (Mougeon et al, 2010). Furthermore, the study by Rehner et al (2021) points out the relevance of teachers' training based on the principles of the Common European Framework of Reference for Languages (CEFR) in the development of sociolinguistic competence among FSL learners.…”