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Results show broad, consistent effects across domains, including speech-act instruction, needs-based teaching, and increased emphasis on sociolinguistic and pragmatic competence, communicative ability, authentic materials, and action-oriented tasks.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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CEFR-Related Professional Learning on Second-Language Teachers’ Classroom Practice: The Case of French in Canada  \nKatherine Rehner  \nUniversity of Toronto  \nIvan Lasan  \nUniversity of Toronto  \nAnne Popovich  \nUniversity of Toronto  \nZehra Palta  \nUniversity of Toronto  \nAbstract  \nThis 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.  \nRésumé  \nCette étude examine l’impact de l’apprentissage professionnel lié au Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR) sur lapratique professionnelle des enseignants de langue seconde. Quatre-vingt-dix enseignants du français langue seconde (FLS) auto-sélectionnés à travers le Canada ont répondu à un sondage en ligne au sujet de leurs pratiques de planification, d'enseignement et d'évaluation avant versus après leur apprentissage professionnel. Les résultats ont révélé que l'impact d'un telapprentissage professionnel est de grande envergure et remarquablement égal à travers les trois domaines de pratique. Les enseignants ont signalé que leur apprentissage professionnelles avait incités à commencer à présenter la langue à travers des actes de parole et selon les besoins des élèves, à mettre l'accent non seulement sur les compétences linguistiques maisaussi sur les compétences sociolinguistiques et pragmatiques, et à se concentrer plus  \nCanadian Journal of Applied Linguistics: 24, 1 (2021): 26-53  \nCJAL * RCLA Rehner, Lasan, Popovich & Palta 27  \nattentivement sur la capacité des élèves à communiquer en utilisant la langue seconde. Lesenseignants ont également signalé qu'ils ont augmenté l'utilisation de matériaux authentiqueset qu’ils ont développé des tâches communicatives et actionnelles qui simulent des situations réelles. Les résultats suggèrent que l'apprentissage professionnel lié au CECR peut être utilisé avec succès pour inspirer les enseignants de langue seconde à mettre en œuvre des pratiquesen classe basées sur le CECR.  \nThe Impact of CEFR-Related Professional Learning on L2 Teachers’ Classroom Practice: The Case of French in Canada  \nIn use in many countries around the world,“The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)”(Council of Europe, 2001) describes the knowledge that language learners acquire and the skills they develop at particular levels of second language (L2) competence. The framework adopts an actionoriented approach (e.g., Lions-Olivieri & Liria, 2009 ; Piccardo & North, 2019) and emphasizes the need for L2 learners to develop communicative language competences. It recognizes that other competences, not exclusively related to language, such as knowledge, skills, and ability to learn, are equally important to provide individuals with personal, educational, and profes","cbCaidiiCKyRbmJJ","https://ap.wps.com/l/cbCaidiiCKyRbmJJ","pdf",371504,28,"English","# Abstract\n## Study focus and research design\n## Key findings on teaching and assessment\n## Implications for CEFR-informed practice","[{\"question\":\"What does the study investigate about CEFR-related professional learning?\",\"answer\":\"The study investigates how CEFR-related professional learning affects second-language teachers’ classroom practice, specifically planning, teaching, and assessment/evaluation.\"},{\"question\":\"How were teachers’ practices measured before and after professional learning?\",\"answer\":\"Ninety self-selected French as a second language teachers across Canada responded to an online survey that compared their reported practices before versus after their professional learning.\"},{\"question\":\"What changes did teachers report after CEFR-related professional learning?\",\"answer\":\"Teachers reported more needs-based instruction using speech acts, greater focus on sociolinguistic and pragmatic competence, more authentic materials, and communicative action-oriented tasks simulating real-life situations.\"}]","The Impact of CEFR-Related Professional Learning on L2 Teachers’ Classroom Practice - The Case of French in Canada | PDF",1792082536,71]