The Common European Framework of Reference (CEFR) in Canada: A Research Agenda

Autor/inn/en	Arnott, Stephanie; Brogden, Lace Marie; Faez, Farahnaz; Péguret, Muriel; Piccardo, Enrica; Rehner, Katherine; Taylor, Shelley K.; Wernicke, Meike
Titel	The Common European Framework of Reference (CEFR) in Canada: A Research Agenda
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 20 (2017) 1, S.31-54 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Guidelines; Standards; Second Language Learning; Elementary Secondary Education; Second Language Instruction; Teacher Education; Foreign Countries; Language Teachers; Meetings; Educational Practices; Preservice Teachers; Educational Policy; Educational Research; Collaborative Writing; Elementary School Teachers; Secondary School Teachers; Canada; Europe + Suchen Sie Ihr Suchwort? Richtlinien; Standard; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Ausland; Language teacher; Sprachunterricht; Meeting; Tagung; Bildungspraxis; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kanada; Europa
Abstract	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 practice-based projects to date, the authors examine three areas of emphasis related to CEFR use: (a) K-12 education, including uses with learners; (b) initial teacher education, where additional language teacher candidates are situated as both learners and future teachers; and (c) postsecondary language learning contexts. Future research directions are proposed in consideration of how policymaking, language teaching and language learning are articulated across each of these three contexts. To conclude, a call is made for ongoing conversations encouraging stakeholders to consider how they might take up pan-Canadian interests when introducing various aspects of the CEFR and its related tools. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01