Exploring language examiner training as professional learning in a Canadian teacher education program

Authors

  • Stephanie Arnott University of Ottawa Author
  • Cameron Smith University of Ottawa Author
  • Amanda Battistuzzi University of Ottawa Author
  • Shelina Adatia University of Ottawa Author
  • Marie-Josée Vignola University of Ottawa Author

DOI:

https://doi.org/10.1558/slte.22643

Keywords:

Preservice teacher education, Language teachers, Second language programs, French as a Second Language, Common European Framework of Reference (CEFR), Diplôme d’Études de Langue Française (DELF)

Abstract

This study examines the potential impact of training informed by the Common European Framework of Reference (CEFR) on future French as a second language (FSL) teachers’ language proficiency and developing pedagogical practice. Specifically, it examines the implementation of the Diplôme d’Études de Langue Française [DELF] Correcteur training in a Canadian preservice FSL teacher education program from 2018 to 2021. Findings from surveys (N = 42) and semi-structured interviews (n = 3) reveal key possibilities and limitations for this training to optimize language teacher preparation, eventual transition to the field, and overall retention in the Canadian FSL teaching context.

Author Biographies

  • Stephanie Arnott, University of Ottawa

    Stephanie Arnott is an Associate Professor in the Faculty of Education at the University of Ottawa. She completed her PhD in Second Language Education at OISE/University of Toronto and worked as an elementary French as a second language (FSL) teacher in Toronto (Canada). Her primary research focus is on the motivation of adolescent FSL students, with a complementary emphasis on investigating the knowledge base of second language teachers and methodological and curricular innovation in Canadian FSL education

  • Cameron Smith, University of Ottawa

    Cameron W. Smith is a doctoral candidate in Education at the University of Ottawa, Canada. He holds a Master of Arts degree in Educational Research from the University of Calgary, and received his Bachelor of Education and Bachelor of Arts degrees from Brock University. With experience as a French as a Second Language teacher, Cam's main interests are in teacher education, French second language teaching, and educational technologies.

  • Amanda Battistuzzi, University of Ottawa

    Amanda Battistuzzi is a PhD student in Education at the University of Ottawa, Canada, where she also completed a Master of Education, focusing on second language education. She holds a Bachelor of Arts in English Literature and French as a Second Language, as well as a Bachelor of Education. She is a proud Core French teacher whose teaching experiences span all elementary level grades. Her research interests include language teacher identity development and language learning experiences.

  • Shelina Adatia, University of Ottawa

    Shelina Adatia is a doctoral candidate in Societies, Cultures and Languages in the Faculty of Education at the University of Ottawa. Her research focuses on the inclusion of culturally and linguistically diverse learners in the French Immersion program. She is a recipient of the Joseph-Armand Bombardier Canada Graduate Scholarship, and was a finalist in the 2019 SSHRC Storytellers Challenge and winner of the Storytellers Engagement Prize. Prior to pursuing graduate studies, she taught French as a second language at the secondary level.

  • Marie-Josée Vignola, University of Ottawa

    Marie-Josée Vignola is an Associate Professor in the Faculty of Education at the University of Ottawa. She holds a B.Ed. in French Second Language Education (McGill University), a M.A. in French Linguistics (Queen's University) and a Ph.D. in Education (University of Ottawa). Her teaching and research focus on the didactics of French as a second language. Her fields of interest are French second language teacher training, French immersion and core French programs in the Canadian context.

References

AmbaFrance. (2021). Becoming examiner, scorer or trainer. https://delf-dalf.ambafrance-ca.org/becoming-examiner-scorer-or-trainer

Argudo, J., Abad, M., Fajardo-Dack, T., & Cabrera, P. (2018). Analyzing a preservice EFL program through the lenses of the CLIL approach at the University of Cuenca-Ecuador. Latin American Journal of Content & Language Integrated Learning, 11(1), 65–86. https://doi.org/10.5294/laclil.2018.11.1.4

Arnott, S., Piccardo, E., Brogden, L. M., Rehner, K., Faez, F., Taylor, S. K., Péguret, M., & Wernicke, M. (2017). The Common European Framework of Reference (CEFR) in Canada: A research agenda. The Canadian Journal of Applied Linguistics, 20(1), 31–54. https://journals.lib.unb.ca/index.php/CJAL/article/view/24472/29667

Arnott, S., Smith, C. W., Battistuzzi, A., & Adatia, S. (forthcoming). Supporting FSL teacher candidates’ planning, teaching, and assessment through DELF Correcteur training. Manuscript in progress.

Arnott, S. & Vignola, M.-J. (2018). The Common European Framework of Reference (CEFR) in French immersion teacher education: A focus on the language portfolio. Journal of Immersion and Content-Based Language Education, 6(2), 321–345. https://doi.org/10.1075/jicb.17008.arn

Arnott, S., & Vignola, M.-J. (2020). The Common European Framework of Reference (CEFR) in French immersion teacher education: A focus on the language portfolio. In L. Cammarata & T. J. Ó Ceallaigh, Teacher development for immersion and content-based instruction (pp. 171–195). John Benjamins.

Association Canadienne des Professionnels de l’Immersion. (2018). Final report: Canada-wide consultation. Immersion Journal, 40(2), 1–32. Ottawa, ON: Association Canadienne des Professionnels de l’Immersion.

Battistuzzi, A., & Smith, C. W. (submitted). Examining CEFR-related professional learning for language teachers: A qualitative meta-synthesis. Manuscript submitted.

Boucher, M. (2020). Le degré d’intégration du Cadre européen commun de référence pour les langues dans les curriculums de français langue seconde du palier secondaire des provinces et des territoires au Canada. Thèse de maîtrise, Université d’Ottawa. https://ruor.uottawa.ca/handle/10393/40881

Boucher, M., & Vignola, M.-J. (2022). La présence conceptuelle du CECR dans les curriculums de français de base du palier secondaire au Canada. [The conceptual presence of the CEFR in core French secondary school curricula in Canada] The Canadian Journal of Applied Linguistics, 25(1), 152–183.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 1–25. https://doi.org/10.1080/14780887.2020.1769238

Broad, K., & Tessaro, M. L. (2010). Voices from the field: Associate teachers and teacher candidates in learning conversations. In T. Falkenberg & H. Smits (Eds.), Field experiences in the context of reform of Canadian teacher education programs (pp. 79–90). University of Manitoba Press.

Cakir, A., & Balcikanli, C. (2012). The use of the European portfolio for student teachers of languages (EPOSTL) to foster teacher autonomy: English language teaching (ELT) student teachers’ and teacher trainers’ views. Australian Journal of Teacher Education, 37(3), 1–16. https://doi.org/10.14221/ajte.2012v37n3.7

Canadian Parents for French (CPF). (2018). The state of French second language education in Canada 2018: Focus on French second language teachers. https://cpf.ca/wp-content/uploads/State-of-FSL-Education-Report-2018-WITH-Bibliography.pdf

Celce-Murcia, M. (2014). An overview of language teaching methods and approaches. In M. Celce-Murcia, D. Brinton, & A. Snow (Eds.). Teaching English as a second foreign language, 4th ed. (pp. 2–14). Heinle Cengage Learning.

Cimermanová, I. (2018). Teaching portfolio as a source of preservice teacher training programme needs analysis. Pedagogika, 131(3), 201–216. https://doi.org/10.15823/p.2018.42

Cindric, I., Andraka, M., & Bilic-Štefan, M. (2015). Raising students’ awareness of teaching competences by means of the European portfolio for student teachers of languages. Croatian Journal of Education, 17(2), 117–136. https://doi.org/10.15516/cje.v17i0.1523

Council of Europe (COE). (2001). Common European framework of reference for languages: Learning, teaching, assessment. Council of Europe Publishing. https://rm.coe.int/1680459f97

Council of Europe (COE). (2020). Common European framework of reference for languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing. www.coe.int/lang-cefr

Council of Europe (COE). (2021). Resources for implementation. https://www.coe.int/en/web/common-european-framework-reference-languages/practical-resources

Cowie, B., & Harrison, C. (2016). Classroom processes that support effective assessment. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 335–350). Routledge. https://doi.org/10.4324/9781315749136

Crossouard, B. (2011). Using formative assessment to support complex learning in conditions of social adversity. Assessment in Education: Principles, Policy and Practice, 18(1), 59–72. https://doi.org/10.1080/0969594X.2011.536034

Cuadrado-Moreno, J., & Reyes Fernández, M. (2012). A model for training teachers to identify common reference levels in written production activities. Journal of Language Teaching and Research, 3(2), 295–305. https://doi.org/10.4304/jltr.3.2.295-305

Cummins, J. (2014). To what extent are Canadian second language policies evidence-based? Reflections on the intersections of research and policy. Frontiers in Psychology, 5, 1–10. https://doi.org/10.3389/fpsyg.2014.00358

Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world. Jossey-Bass.

Díez-Bedmar, M. B., & Byram, M. (2019). The current influence of the CEFR in secondary education: Teachers’ perceptions. Language, Culture and Curriculum, 32(1), 1–15. https://doi.org/10.1080/07908318.2018.1493492

Faez, F., Majhanovich, S., Taylor, S., Smith, M., & Crowley, K. (2011). The power of “can do” statements: Teachers’ perceptions of DEFR-informed instruction in French as a second language classrooms in Ontario. Canadian Journal of Applied Linguistics, 14(2), 1–19.

Faez, F., Taylor, S., Majhanovich, S., Brown, P., & Smith, M. (2011). Teacher reactions to CEFR’s task-based approach for FSL classrooms. Synergies Europe, 6, 109–120.

Figueras, N. (2012). The impact of the CEFR. ELT journal, 66(4), 477–485.

Fives, H., & Barnes, N. (2020). Navigating the complex cognitive task of classroom assessment. Teaching and Teacher Education, 92. https://doi.org/10.1016/j.tate.2020.103063

Freynet, A., Honorat, H., & Maiffredy, J. (1991). DELF/DALF: L’évaluation au service de la formation. Le Français Dans Le Monde, 238, 70–72.

Fulcher, G., & Davidson, F. (Eds.). (2012). The Routledge handbook of language testing. Routledge.

Jack, D., & Nyman, J. (2019). Meeting labour market needs for French as a second language instruction in Ontario. American Journal of Educational Research, 7(7), 428–438. https://doi.org/10.12691/education-7-7-1

Johnson, K. E. (2015). Reclaiming the relevance of L2 teacher education. Modern Language Journal, 99(3), 515–528. https://doi.org/10.1111/modl.12242

Kir, E. (2011). Teacher trainers’ views on foreign language teacher training. International Online Journal of Educational Sciences, 3(2), 806–830.

Kosnik, C., & Beck, C. (2009). Priorities in teacher education: The 7 key elements of preservice preparation. Routledge.

Lapkin, S., Mady, C., & Arnott, S. (2009). Research perspectives on core French: A literature review. Canadian Journal of Applied Linguistics, 12(2), 6–30.

Martyniuk, W. (2010). Aligning tests with the CEFR: Reflections on using the Council of Europe’s draft manual. Cambridge University Press.

Mason, K. O. (2013). Teacher involvement in preservice teacher education. Teachers and Teaching: Theory and Practice, 19(5), 559–574. https://doi.org/10.1080/13540602.2013.827366

Masson, M. & Azan, A. (2021). Second language teacher attrition, retention and recruitment: A literature review on issues, challenges and strategies for French as a second language teachers. Canadian Association of Second Language Teachers. https://www.caslt.org/wp-content/uploads/2021/12/sample-teacher-attrition-lit-en.pdf

Masson, M., Battistuzzi, A., & Bastien, M.-P. (2021). Essential components of effective teacher education for language teachers. Canadian Association for Second Language Teachers.

Mehlmauer-Larcher, B. (2012). The EPOSTL (European Portfolio for Student Teachers of Languages): A tool to promote reflection and learning in preservice teacher education. In J. Hüttner, B. Mehlmauer-larcher, S. Reichl, & B. Schiftner (Eds.), Theory and practice in EFL teacher education: Bridging the gap (pp. 186–203). Multilingual Matters.

Mirici, I. H., & Hergüner, S. (2015). A digital european self-assessment tool for student teachers of foreign languages: The EPOSTL. Turkish Online Journal of Educational Technology, 14(1), 1–10. https://files.eric.ed.gov/fulltext/EJ1057332.pdf

Moonen, M., Stoutjesdijk, E., De Graaff, R., & Corda, A. (2013). Implementing CEFR in secondary education: Impact on FL teachers’ educational and assessment practice. International Journal of Applied Linguistics, 23(2), 226–246. https://doi.org/10.1111/ijal.12000

Neimeyer, R. A., & Torres, C. (2015). Constructivism and constructionism: Methodology. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (2nd ed., Vol. 4, pp. 724–728). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.44009-2

Newby, D. (2012). Supporting good practice in teacher education through the European Portfolio for Student Teachers of Languages. Innovation in Language Learning and Teaching, 6(3), 207–218. https://doi.org/10.1080/17501229.2012.725250

Ní Dhiorbháin, A. (2019). Exploring the potential of the European Portfolio for Student Teachers of Languages (EPOSTL) as a reflective tool in initial primary teacher education. Irish Educational Studies, 38(3), 401–417. https://doi.org/10.1080/03323315.2019.1611466

North, B. (2007). The CEFR illustrative descriptor scales. The Modern Language Journal, 91(4), 656–659. https://doi.org/10.1111/j.1540-4781.2007.00627_3.x

Pegelescu, A. M. (2020). From “profile” to “portfolio” and beyond: The image of linguistic policies and sustainable development in language teachers’ education. Philologica Jassyensia, 16(2), 373–378.

Phaisannan, T., Charttrakul, K., & Damnet, A. (2019). The CEFR-TBL in Fostering Thai preservice Teachers’ English speaking ability using the peer interview task. Advances in Language and Literary Studies, 10(5), 10–19. https://doi.org/10.7575/aiac.alls.v.10n.5p.10

Piccardo, E. (2010). From communicative to action-orientated: New perspectives for a new millennium. Contact, 36(2), 20–33.

Piccardo, E. (2011). Du CECR au développement professionnel: pour une démarche stratégique. Canadian Journal of Applied Linguistics, 14(2), 20–52. https://journals.lib.unb.ca/index.php/CJAL/article/view/19856

Piccardo, E. (2013). (Re)conceptualiser l’enseignement d’une langue seconde à l’aide d’outils d’évaluations: Comment les enseignants canadiens perçoivent le CECR. Canadian Modern Language Review, 69, 386–414. https://doi.org/10.3138/cmlr.1737.386

Piccardo, E., & North, B. (2019). The action-oriented approach: A dynamic vision of language education. Multilingual Matters.

Rehner, K. (2017). The CEFR in Ontario: Transforming classroom practice. https://transformingfsl.ca/wp-content/uploads/2017/12/LGY769-DELF-1.pdf

Rehner, K. (2018). The classroom practices of DELF teacher-correcteurs: A pan-Canadian perspective. https://www.acpi.ca/wp-content/uploads/2021/03/Rehner_Report_2018_final_mars_2018_EN_final.pdf

Rehner, K., Lasan, I., Popovich, A., & Palta, Z. (2021). The impact of CEFR-related professional learning on second-language teachers’ classroom practice: The case of French in Canada. Canadian Journal of Applied Linguistics, 24(1), 26–53. https://doi.org/10.37213/cjal.2021.28992

Rehner, K., Popovich, A., & Lasan, I. (2021). How the CEFR is impacting French-as-a-Second-Language in Ontario, Canada: Teachers’ self-reported instructional practices and students’ proficiency exam results. Languages, 6(15), 1–21. https://doi.org/10.3390/languages6010015

Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Sage.

Schauber, H. (2015). Using the EPOSTL for dialogic reflection in EFL teacher education. GIST – Education and Learning Research Journal, 11, 118–137. https://doi.org/10.26817/16925777.290

Seitova, M., Mirici, I. H., & Öz, H. (2019). The effect of the EPOSTL on the self-evaluation of student teachers of English. Elementary Education Online, 18(3), 1367–1377. https://doi.org/10.17051/ilkonline.2019.612580

Sešek, U. (2007). English for teachers of EFL – Toward a holistic description. English for Specific Purposes, 26(4), 411–425. https://doi.org/10.1016/j.esp.2006.11.001

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039

Straková, Z. (2016). A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: Perceptions of students. Journal of Language and Cultural Education, 4(3), 71–85. https://doi.org/10.1515/jolace-2016-0026

Timperley, H. (2015). Continuing professional development. In International encyclopedia of the social & behavioral sciences (2nd ed., Vol. 4, pp. 796–802). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92134-2

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

Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010

Downloads

Published

2023-01-18

Issue

Vol. 1 No. 2 (2022)

Section

Articles

License

© Equinox Publishing Ltd.

For information regarding our Open Access policy, click here.

How to Cite

Arnott, S., Smith, C., Battistuzzi, A., Adatia, S., & Vignola, M.-J. (2023). Exploring language examiner training as professional learning in a Canadian teacher education program. Second Language Teacher Education, 1(2), 89–113. https://doi.org/10.1558/slte.22643