RESEARCH INSIGHTS
The CEFR was introduced in Europe within a language policy context that emphasized learning at least two foreign languages, incorporating plurilingualism into the framework itself (Council of Europe, 2001). In Canada, multiculturalism is an essential policy, and the country operates as officially bilingual by law (Department of Justice, Canada, 1982). The growing interest in the CEFR aligns with the Government of Canada's goal of doubling the proportion of high school graduates functionally bilingual in the country's official languages (Government of Canada, 2003). The need for a tool to assess bilingual competencies across contexts and address challenges in teaching French as a second language (FSL2) and other languages in Canada is evident (Arnott et al., 2017).
Like the CEFR, the DELF test is grounded in a communicative approach to language learning and use, also known “une approche actionnelle.” This “actional” approach bases language teaching and uses on tasks that language learners encounter in daily life, employment, or academic settings (Vandergrit, 2015).
Approche actionnelle
L'approche actionnelle, ancrée dans un paradigme constructiviste, rehausse l'apprentissage basé sur les tâches en intégrant de manière transparente la salle de classe avec le monde réel à travers des pratiques communicatives authentiques. L'accent est mis sur l'agentivité de l'apprenant. Cette approche organise l'apprentissage autour de scénarios pratiques et cohérents qui se déroulent sur plusieurs leçons, aboutissant à une tâche ou un projet collaboratif. Inspirés par les descripteurs du CECR, ces scénarios progressent à travers des étapes impliquant la réception, la production, l'interaction et la médiation de concepts ou de communication.
La dernière étape implique que les apprenants créent collaborativement un artefact ou une performance, avec les enseignants fournissant un apport linguistique, des ressources et un soutien au besoin. L'autonomie et l'authenticité sont des points centraux, permettant aux apprenants d'utiliser des sources dans différentes langues et de s'engager dans des pratiques plurilingues. L'auto-évaluation à l'aide de descripteurs sélectionnés est courante dans l'évaluation des résultats (Conseil de l'Europe, 2023)
The action-oriented approach, grounded in a constructivist paradigm, elevates task-based learning by seamlessly integrating the classroom with the real world through authentic communicative practices. Learner agency is the primary focus. This approach organizes learning around practical, cohesive scenarios that unfold across multiple lessons, culminating in a collaborative task or project. Inspired by CEFR descriptors, these scenarios progress through steps involving reception, production, interaction, and mediation of concepts or communication. The final stage involves learners collaboratively creating an artifact or performance, with teachers offering language input, resources, and support as needed.
Autonomy and authenticity are focal points, allowing learners to utilize sources in various languages and engage in plurilingual practices. Self-assessment using selected descriptors is common in evaluating results. (Council of Europe, 2023).
Canada initially expressed its interest in the Common European Framework of Reference (CEFR) in Vandergrift's (2006) report within the Official Languages Research and Dissemination Program (2004-2005). In this report, Vandergrift suggested the adoption of a unified language framework throughout Canada to establish a shared foundation for curricula and assessment. The CEFR was specifically highlighted as the most suitable model to guide this endeavor. (Rehner et al, 2021).
As a result, the CEFR has since informed the revision of K-12 language curricula in several provinces (Piccardo et al, 2021).
Faez, Majhanovich, and colleagues (2011) conducted a survey involving 93 FSL teachers. The findings revealed that these teachers observed enhanced student motivation, increased self-confidence among learners, the promotion of authentic language use in the classroom, and the fostering of learner autonomy as a result of CEFR-informed instruction (Piccardo et al, 2021).
Teacher education is vital for introducing educational innovations, and when it comes to the CEFR, training programs can either directly cover its aspects or indirectly include it. This indirect inclusion may occur through training on related exams like the DELF, utilizing a Portfolio, or using specific local resources aligned with the CEFR, such as the Swiss Lingualevel for foreign languages or the Saskatchewan assessment toolkit for English language learners (Piccardo et al, 2021)
Citations
Arnott, S., Brogden, L. M., Faez, F., Peguret, M., Piccardo, E., Rehner, K., Taylor, S. K., & Wernicke, M. (2017). Implementing the Common European Framework of Reference for Languages in Canada: A research agenda. Canadian Journal of Applied Linguistics, 20(1), 31-54
Piccardo, E., North, B. & Maldina, E. (2019). Innovation and Reform in Course Planning, Teaching, and Assessment: The CEFR in Canada and Switzerland, A Comparative Study. Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 22(1). https://doi.org/10.7202/1060908ar
Rehner, Katherine; Lasan, Ivan; Popovich, Anne; Palta, Zehra. The Canadian Journal of Applied Linguistics; Québec Vol. 24, N° 1, (2021)
Smith, C. W., Masson, M. E., Spiliotopoulos, V., & Kristmanson, P. (2022). A course or a pathway? Addressing French as a Second Language teacher recruitment and retention in Canadian BEd programs. Canadian Journal of Education/Revue canadienne de l'éducation.
Vandergrift, L. (2015). The DELF in Canada: Perceptions of Students, Teachers, and Parents. Canadian Modern Language Review, 71(1), 52–74. https://doi.org/10.3138/cmlr.1752
