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

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

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Bibliographic Details
Main Authors: Farahnaz Faez, Suzanne Majhanovich, Shelley Taylor, Maureen Smith
Format: Article
Language:English
Published: Carleton University 2011-12-01
Series:Canadian Journal of Applied Linguistics
Subjects:
Common European Framework of Reference (CEFR)
French as a second language (FSL)
second language education
task-based instruction
Online Access:https://journals.lib.unb.ca/index.php/CJAL/article/view/19855

Internet

https://journals.lib.unb.ca/index.php/CJAL/article/view/19855

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