[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596494-105":59,"doc-detail-596494-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","from-action-to-insight-a-professional-learning-communitys-experiences-with-the-european-language-portfolio","From Action to Insight - A Professional Learning Community’s Experiences with the European Language Portfolio","","An action research study examines how one professional learning community explores and implements the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP) in second and foreign language classrooms. Teachers in a large urban high school collaborate with researchers through PLC meetings, using PLC discussion data to develop two pedagogical outcomes: a philosophical stance and an action plan. The paper concludes by analyzing how co-constructed teacher understanding shapes practical classroom implications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/from-action-to-insight-a-professional-learning-communitys-experiences-with-the-european-language-portfolio/596494/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/from-action-to-insight-a-professional-learning-communitys-experiences-with-the-european-language-portfolio/596494.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the action research in this paper?","Question",{"text":112,"@type":113},"The paper focuses on how a professional learning community explores and implements the CEFR and the European Language Portfolio (ELP) in second and foreign language classes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the professional learning community work?",{"text":117,"@type":113},"Teachers of second and foreign languages at a large urban high school worked with researchers from the University of New Brunswick during PLC meetings.",{"name":119,"@type":110,"acceptedAnswer":120},"What two key pedagogical results does the study report?",{"text":121,"@type":113},"The study presents two results: the development of a philosophical stance and the creation of an action plan emerging from PLC discussions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596494,1792454538,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","From Action to Insight: A Professional Learning Community’s Experiences with the European Language Portfolio  \nPaula Lee Kristmanson  \nUniversity of New Brunswick  \nChantal Lafargue  \nUniversity of New Brunswick  \nKarla Culligan  \nUniversity of New Brunswick  \nAbstract  \nThis 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 to the CEFR and ELP and shared their experiences during PLC meetings. This study examines data collected as part of the PLC discussions and deliberations and presents two particular pedagogical results emerging from this work: the development of a philosophical stance and an action plan. The paper concludes with a discussion of the process in which teachers engaged as they co-constructed understanding and explored pedagogical implications of their professional dialogue.  \nRésumé  \nCet article traite d'un projet de recherche action mené dans le contexte d'une communauté d'apprentissage professionnelle (CAP) qui a exploré le Cadre européen commun deréférence (CECR) et le Portfolio européen des langues (PEL) et comment la CAP les a misen œuvre dans des classes de langue. Les enseignants des langues secondes et étrangères situés à une école secondaire urbaine ont partagé leurs expériences lors des réunions de CAP. Cette étude analyse les données recueillies lors des discussions et des délibérations dela CAP et elle présente deux résultats pédagogiques particuliers émergeant de ce travail—le développement d‟une approche philosophique et un plan d‟action. L'article se termine sur une discussion des processus vécus par les enseignants en co-construisant leurs connaissances pédagogiques par l‟entremise du dialogue professionnel.  \nFrom Action to Insight: A Professional Learning Community’s Experiences with the  \nEuropean Language Portfolio  \nIntroduction  \nProfessional Learning Communities (PLCs) can potentially be the backbone of successful educational initiatives (DuFour, DuFour & Eaker, 2008; Durrant & Holden, 2006; Fullan, 2005) . Implementing new ideas and approaches in high school language classes can be a daunting task, but it is one made more positive and feasible when PLC members, in this case teachers and researchers, work together toward a common vision.  \nIn this study, PLCs were operationalized following the guidelines described in New Brunswick (NB) Department of Education policy documents, informed primarily by the work of DuFour, DuFour, & Eaker (2008). According to the NB Department of Education policy document entitled, When Kids Come First,“we need to promote the growth of the professional learning communities concept, whereby teachers work in teams to improve learning”(NB Department of Education, Anglophone Sector, 2007, p. 13) . Furthermore, amore recent provincial plan outlining an educational model for 21st Century Learning supports PLCs as an approach “driven by three big ideas: a focus on learning, a culture of collaboration and a focus on results”(NB Department of Education, Anglophone Sector, 2010, p. 7) . Within this PLC framework, teachers from a local high school along with researchers from the University of New Brunswick worked together to explore the pedagogical possibilities of a European Language Portfolio (ELP) based on the Common European Framework of References (CEFR) for their second and foreign language classes.  \nIn this paper we will explore literature pertinent to the CEFR, ELP, and PLCs that forms the theoretical backdrop for the study. Next, the research questions and research methodology will be presented. Then, we will share two particular results that represent action taken by the PLC as part ofthe action research cycle: the philosophical stance and the action plan. Finally, in","cbCailzgMlAaKh2j","https://ap.wps.com/l/cbCailzgMlAaKh2j","pdf",556004,15,"English","# Introduction\n# Background Literature\n## The European Language Portfolio\n# Research Questions and Methodology\n# PLC Action Results\n## Philosophical Stance\n## Action Plan\n# Discussion","[{\"question\":\"What is the focus of the action research in this paper?\",\"answer\":\"The paper focuses on how a professional learning community explores and implements the CEFR and the European Language Portfolio (ELP) in second and foreign language classes.\"},{\"question\":\"Who participated in the professional learning community work?\",\"answer\":\"Teachers of second and foreign languages at a large urban high school worked with researchers from the University of New Brunswick during PLC meetings.\"},{\"question\":\"What two key pedagogical results does the study report?\",\"answer\":\"The study presents two results: the development of a philosophical stance and the creation of an action plan emerging from PLC discussions.\"}]","From Action to Insight - A Professional Learning Community’s Experiences with the European Language Portfolio | PDF",1792083181,38]