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Article published In: Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Journal of Immersion and Content-Based Language Education 6:2] 2018
► pp. 321–345

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The Common European Framework of Reference (CEFR) in French immersion teacher education

A focus on the language portfolio

 | University of Ottawa
 | University of Ottawa
Published online: 23 October 2018
DOI logo with link
https://doi.org/10.1075/jicb.17008.arn
Abstract
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 (51)
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