The Power of “Can Do” Statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario

Oct 15, 2026

Study examines French as a second language (FSL) teachers’ perceptions of CEFR-informed, action-oriented instruction in Ontario classrooms. The research investigates perceived strengths and challenges of implementing CEFR-aligned practice through classroom activities and resources introduced to 93 teachers and 943 elementary and secondary students. Over about three months, teachers used materials, then shared views in interviews and focus groups. Results indicate higher student motivation, stronger self-confidence, authentic language use, and increased learner autonomy with implications for FSL program development in Canada and beyond.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

French as a Second Language in Canada

Abstract

The Power of “Can Do” statements: Teachers’ Perceptions of CEFRinformed Instruction in French as a Second Language Classrooms in Ontario Farahnaz Faez University of Western Ontario Suzanne Majhanovich University of Western Ontario Shelley Taylor University of Western Ontario Maureen Smith University of Western Ontario Kelly Crowley University of Western Ontario Abstract This article reports on French as a second language (FSL) teachers’ perceptions of using the Common European Framework of Reference (CEFR)-informed instruction (action-oriented instruction focusing on language use) in FSL classrooms in Ontario. In particular, this paper focuses on teachers’ perspectives ofthe strengths and challenges of providing CEFRinformed practice in FSL classrooms. FSL teachers (n=93) as well as elementary and secondary school students (n=943) participated in this province-wide study. Participating teachers were introduced to the CEFR and CEFR-informed activities and resources. Teachers then used the resources in their classrooms for approximately three months. At the end of this period, teachers participated in interviews and focus group sessions which focused on their perceptions’ of CEFR’s action-oriented approach. Teachers reported that CEFR-informed instruction increased student motivation, built self-confidence in their learners, promoted authentic language use in the classroom and encouraged learner autonomy. These findings have implications for FSL programs in Canada and possibly other second language education programs worldwide. Résumé Cet article présente les résultats d’une recherche sur les perceptions des enseignant(e)s de FLS (Français Langue Seconde) en Ontario quant à l’utilisation du CECR (Cadre Européen Commun de Référence) dans leurs salles de classe (une approche actionnelle del’enseignement des langues qui met l’emphase sur l’utilisation même de la langue) . Cet article vise principalement à décrire les perspectives des enseignant(e)s quant à la promotion de l’autonomie d’apprentissage tout en utilisant des pratiques proposées par le CECR. Cette étude a été menée dans la province de l’Ontario avec 93 enseignant(e)s de FLS et 943 élèves d’écoles élémentaires et secondaires. Les professeur(e)s ont été toutd’abord introduit(e)s au Cadre et à des activités et des ressources qui développentl’autonomie chez l’apprenant. Ils (elles) ont ensuite utilisé ces ressources en cours pendant plus ou moins trois mois et à terme, ils (elles) ont exprimé leurs perceptions sur l’utilisation de l’approche actionnelle du CECR lors d’entretiens dirigés et de discussions en groupes. La plupart de ces enseignant(e)s ont clairement exprimé que cette approche a élevé la motivation d’apprentissage de leurs élèves, qu’elle a développé la confiance en eux-mêmes, qu’elle a encouragé l’utilisation de la langue cible et qu’elle a favorisé l’autonomied’apprentissage. Ces résultats ont des conséquences importantes pour les programmes de FLS au Canada et en général, pour l’enseignement des langues au niveau international. The Power of “Can Do” Statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario Introduction Since the publication of the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) by the Council of Europe in 2001, there has been significant interest in using this document in second language (L2) education programs around the globe. Ministries and boards of education worldwide have considered using the CEFR to revise curricula and improve L2 learning outcomes. This article reportson a province-wide study commissioned by the Ontario Ministry of Education (OME) 1 to examine the role and feasibility of implementing the CEFR to improve French as a Second Language (FSL) learning outcomes across the province. This paper focuses on teachers’perspectives on implementing CEFR-informed approaches in FSL classrooms in

FAQs

What is the main focus of the study?

The study focuses on FSL teachers’ perspectives on implementing CEFR-informed, action-oriented instruction in Ontario FSL classrooms and the strengths and challenges they observe.

Who participated, and how was the CEFR introduced?

The study involved 93 FSL teachers and 943 elementary and secondary students. Teachers were introduced to the CEFR and CEFR-informed activities and resources before using them in their classrooms for about three months.

What benefits did teachers report from CEFR-informed instruction?

Teachers reported that CEFR-informed instruction increased student motivation, built self-confidence, promoted authentic language use, and encouraged learner autonomy.

Oct 15, 2026

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