The Common European Framework of Reference (CEFR) in French immersion teacher education
A focus on the language portfolio
Over 11% of Canadian students are currently enrolled in French immersion (FI) – a program where French is a subject of study and is
the language of instruction in at least two content areas. Research shows that stakeholders in FI initial teacher education (ITE)
programs identify French language proficiency development as an area of high priority; however, Canadian ITE programs do not
typically provide linguistic support. This article reports on an adaptation and implementation of the Common European
Framework of Reference (CEFR) (specifically, the European Language Portfolio [ELP]) as part of a
remedial 24-week French writing course in an FSL ITE program focused on developing French proficiency. Student-teachers
(n = 25) and the course instructor identified strengths and challenges associated with this initiative via
surveys and interviews. Findings show participant convergence and divergence on the portfolio experience, raising implications for
decision-making related to its use in ITE programs targeting FI teachers.
Article outline
- 1.Introduction
- 2.Relevant literature
- 2.1CEFR implementation in Canadian ITE programs
- 2.2FSL ITE student-teachers’ perceived proficiency development
- 3.The portfolio project
- 3.1Context
- 3.2Portfolio adaptation
- 3.3Research questions
- 4.Methodology
- 4.1Participants
- 4.2Procedure
- 5.Findings
- 5.1ITE student-teacher perspectives
- 5.2Instructor perspective
- 6.Discussion
- 6.1Points of convergence
- 6.2Points of divergence
- 7.Conclusion
- Notes
-
References
References
References
Arnott, S., Brogden, L. M., Faez, F., Peguret, M., Piccardo, E., Rehner, K., Taylor, S. K., & Wernicke, M.
(
2017)
The
Common European Framework of Reference (CEFR) in Canada: A research agenda.
Canadian Journal of
Applied
Linguistics,
20
(1), 31–54.
Arnott, S., & Vignola, M. J.
(
2018)
Using
a language portfolio in FSL teacher education: Student and instructor perspectives. Paper
presentation at the conference of the Canadian Association of Applied
Linguistics, Regina, SK, 29 May
2018.
Association canadienne des professionnels de l’immersion,
ACPI
(
2017)
Sondage pancandien: Résultats préliminaires du sondage mené par
l’ACPI, en octobre 2017, dans le but de mieux comprendre les réalités des professionnels de l’immersion française au
Canada. Retrieved from
[URL]
Bayliss, D., & Vignola, M. J.
(
2007)
Training
non-native second language teachers: The case of Anglophone FSL teacher candidates.
Canadian
Modern Language
Review,
63
(3), 371–398.
Bayliss, D., & Vignola, M. J.
(
2000)
Assessing
language proficiency of FSL candidates: What makes a successful candidate? Canadian Modern
Language
Review,
57
(2), 217–244.
Bergil, A. S., & Sariçoban, A.
(
2017)
The
use of EPOSTL to determine the self-efficacy of prospective EFL teachers: Raising awareness in English language teacher
education.
Journal of Language and Linguistic
Studies,
13
(1), 399–411.
Bournot-Trites, M.
(
2008)
Vision
pour le soutien des acquis linguistiques des enseignants de FLS.
Revue Canadienne de
Linguistique
Appliquée,
11
(1), 21–39.
Burkert, A., & Schwienhorst, K.
(
2008)
Focus
on the student teacher: The European portfolio for student teachers of languages (EPOSTL) as a tool to develop teacher
autonomy.
Innovation in Language Learning and
Teaching,
2
(3), 238–252.
Cakir, A., & Balcikanli, C.
(
2012)
The
use of the European portfolio for student teachers of languages (EPOSTL) to foster teacher autonomy: English language teaching
(ELT) student teachers’ and teacher trainers’ views.
Australian Journal of Teacher
Education,
37
(3), 1–16.
Canadian Parents for
French
(
2014)
French second language programs and student
performance. Retrieved from
[URL]
Canadian Parents for
French
(
2017)
French second language enrolment statistics: 2011–12 to
2015–16. Retrieved from
[URL]
Carr, W.
(
2010)
Raising
FLAGS: Renewing core French at the pre-service teacher level.
Canadian Journal of Applied
Linguistics,
13
(1), 37–51.
Centre for Applied Second Language Studies (University of
Oregon)
(
2017)
Linguafolio Online. Retrieved
from
[URL]
Christiansen, H., & Laplante, B.
(
2004)
Second
language pre-service teachers as learners: The language portfolio project.
The Canadian Modern
Language
Review,
60
(4), 439–455.
Council of Europe
(
2001)
A Common
European Framework of Reference for Languages: Learning, teaching,
assessment. Cambridge: Cambridge University Press. Retrieved from
[URL]
Council of Europe
(
2017a)
Common European
Framework of Reference for Languages: Learning, teaching, assessment. Companion volume with new
descriptors. Retrieved from
[URL]
Council of Europe
(
2017b)
Developing an
ELP. Retrieved from
[URL]
Council of Ministers of Education, Canada
(CMEC)
(
2010)
L’exploitation du Cadre européen commun de reference pour les
langues (CECR) dans le contexte canadien: Guide à l’intention des responsables de l’élaboration des politiques et des
concepteurs de programmes d’études. Retrieved from
[URL]
Creswell, J. W.
(
2012)
Educational
research: Planning, conducting and evaluating quantitative and qualitative research (4th
ed.). Boston, MA: Pearson.
Day, E. M., & Shapson, S.
(
1996)
A
national survey: French Immersion teachers’ preparation and their professional development
needs.
The Canadian Modern Language
Review,
52
1, 248–270.
Donato, R., & McCormick, D.
(
1994)
A
sociocultural perspective on language learning strategies: The role of mediation.
Modern
Language Journal,
78
1, 453–464.
ElAtia, S., & Lemaire, E.
(
2013)
Engager
les apprenants dans l’auto-évaluation de leurs productions écrites: Le cas du portfolio
d’erreurs.
Canadian Journal of Applied
Linguistics,
16
(1), 111–134.
Faez, F.
(
2011)
Points
of departure: Developing the knowledge base of ESL and FSL teachers for K-12 programs in
Canada.
Canadian Journal of Applied
Linguistics,
14
(1), 29–49.
Flewelling, J.
(
1995)
Addressing
the challenge for FSL teachers: How to maintain and improve language, pedagogical skills and cultural
knowledge.
The Canadian Modern Language
Review,
52
(1), 22–33.
Gagné, A., & Thomas, R.
(
2011)
Language
portfolio design for a concurrent teacher education program in Ontario.
Synergies
Europe,
6
1, 219–228.
Karsenti, T., Collin, S., Villeneuve, S., Dumouchel, G., & Roy, N.
(
2008)
Why
are new French immersion and French as a second language teachers leaving the profession? Results of a Canada-wide
survey. Ottawa, ON: Canadian Association of Immersion Teachers.
Lapkin, S., MacFarlane, A., & Vandergrift, L.
(
2006)
Teaching
French in Canada: FSL teachers’ perspectives. Ottawa, ON: Canadian Teachers’ Federation.
Laplante, B. & Christiansen, H.
(
2001)
Portfolio
langagier en français.
The Canadian Modern Language
Review,
57
1, 495–501.
Lazaruk, W.
(
2007)
Avantages
linguistiques, scolaires et cognitifs de l’immersion française.
La Revue Canadienne des Langues
Vivantes,
63
(5), 629–654.
Lemaire, E.
(
2013)
L’intégration
du Portfolio européen des langues en milieu ouest-canadien minoritaire et
universitaire.
Canadian Modern Language
Review,
69
(4), 487–513.
Little, D.
(
2009)
Language
learner autonomy and the European Language Portfolio: Two L2 English examples.
Language
Teaching,
42
(2), 222–233.
Little, D.
(
2011)
The
Common European Framework of Reference for Languages: A research agenda.
Language
Teaching,
44
(3), 381–393.
Mandin, L.
(
2010)
Portfolio
langagier: Les finissants des programmes d’immersion se révèlent.
The Canadian Journal of
Applied
Linguistics,
13
(1), 104–118.
Mathison, S.
(
1988)
Why
triangulate? Educational
Researcher,
17
1, 13–17.
Newby, D.
(
2012)
Supporting
good practice in teacher education through the European portfolio for student teachers of
languages.
Innovation in Language Learning and
Teaching,
6
(3), 207–218.
Newby, D., Allan, R., Fenner, A. B., Jones, B., Komorowska, H., & Soghikyan, K.
(
2007)
The
European portfolio for student teachers of languages
(EPOSTL). Graz: European Center for Modern Languages.
Newby, D., Fenner, A. B. & Jones, B.
(
2011)
Using
the European portfolio for student teachers of
languages. Graz: European Center for Modern Languages.
Nihlén, C.
(
2011)
What
goes into the EPOSTL dossier and why? In
D. Newby,
A. B. Fenner &
B. Jones (eds.),
Using
the European portfolio for student teachers of
languages (pp. 55–63). Graz: European Center for Modern Languages.
North, B.
(
2014)
Putting
the common European framework of reference to good use.
Language
Teaching,
47
(2), 228–249.
Ontario College of Teachers
(
2015)
Looking
at…Enhanced teacher education. Retrieved from:
[URL]
Ontario College of
Teachers
(
2017)
Initial Teacher Education. Retrieved
from
[URL]
Ontario Ministry of Education
(
2013)
The
Ontario Curriculum: French as a second language (Core French, Grades 4–8; Extended French, Grades 4–8; French Immersion,
Grades 1–8). Retrieved from
[URL]
Orlova, N.
(
2011)
Challenges
of integrating EPOSTL into pre-service teacher training. In
D. Newby,
A. B. Fenner &
B. Jones (eds.),
Using
the European portfolio for student teachers of
languages (pp. 19–28). Graz: European Center for Modern Languages.
Piccardo, E.
(
2011)
Du
CECR au développement professionnel: Pour une démarche stratégique.
Canadian Journal of Applied
Linguistics,
14
(2), 20–52.
Piccardo, E.
(
2013)
Plurilingualism
and curriculum design: Towards a synergic vision.
TESOL
Quarterly,
47
(3), 600–614.
Ragoonaden, K. O.
(
2011)
La
compétence interculturelle et la formation initiale: Le point sur le CECR et l’IDI.
Canadian
Journal of Applied
Linguistics,
14
(2), 86–105.
Salvatori, M.
(
2009)
A
Canadian perspective on language teacher education: Challenges and opportunities.
The Modern
Language
Journal,
93
(2), 287–291.
Tedick, D. J.
(
2013)
Embracing
proficiency and program standards and rising to the challenge: A response to Burke.
Modern
Language
Journal,
97
(2), 535–538.
Turnbull, M.
(
2011)
The
Canadian language portfolio for teachers. Ottawa, ON: Canadian Association of Second Language Teachers (CASLT).
Veilleux, I., & Bournot-Trites, M.
(
2005)
Standards
for the language competence of French immersion teachers: Is there a danger of
erosion? Canadian Journal of
Education,
28
(3), 487–507.
Wernicke, M.
(
2017)
Navigating
native-speaker ideologies as FSL teacher.
Canadian Modern Language
Review,
73
(2), 208–236.
Cited by
Cited by 2 other publications
Mård-Miettinen, Karita, Stephanie Arnott & Marie-Josée Vignola
2021.
Early Immersion in Minority Language Contexts: Canada and Finland. In
Handbook of Early Language Education [
Springer International Handbooks of Education, ],
► pp. 1 ff.
Mård-Miettinen, Karita, Stephanie Arnott & Marie-Josée Vignola
2022.
Early Immersion in Minority Language Contexts: Canada and Finland. In
Handbook of Early Language Education [
Springer International Handbooks of Education, ],
► pp. 347 ff.
This list is based on CrossRef data as of 19 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.