Examining CEFR-related Professional Learning Interventions for Language Teachers: A Qualitative Meta-synthesis

Authors

  • Cameron W. Smith University of Ottawa
  • Amanda Battistuzzi University of Ottawa

Abstract

Current language teaching and learning reflects an increasingly situated approach, paralleling the tenets of the Common European Framework of Reference for languages (CEFR). Although these methods are promoted in language curricula globally, how language educators are being prepared to adopt these approaches is less clear. This project therefore sought to investigate how CEFR-related training interventions are being used internationally with second language (L2+) pre-service and in-service teachers. Here, we provide the results of a qualitative meta-synthesis of literature on professional learning on the CEFR. Seventeen studies met the final inclusion criteria. The existing literature demonstrates how explicit training on the CEFR can support teachers’ understanding and positive perception of the framework and align teachers’ planning, pedagogy, and assessment practices with contemporary tenets for language teaching and learning. These studies provide insights into the impact, opportunities, and challenges related to engaging L2 teachers in CEFR learning.

Author Biographies

Cameron W. Smith, University of Ottawa

Cam Smith is a Doctor of Philosophy Candidate at the Faculty of Education, University of Ottawa. With a background in teaching elementary French as a Second Language (FSL), Cam's research explores intersections of teacher education, professional learning, FSL, and educational technology. Cam's SSHRC-funded doctoral research explores the use of digital technology by elementary FSL teachers, and the development of a community of practice to support innovation.

Amanda Battistuzzi, University of Ottawa

Amanda is a PhD candidate in the Faculty of Education, University of Ottawa, where she also completed a Master of Education, focusing on second language education. She is a proud Core French teacher whose teaching experiences span all elementary level grades. Her doctoral research explores language teacher identity development and second language learning experiences.

Downloads

Published

2023-06-16

Issue

Vol. 14 No. 1 (2023)

Section

Literature Review/Revue de la documentation

License

  • Manuscripts submitted to CJNSE/RCJCÉ must be original work that has not been published elsewhere, nor is currently being considered for publication elsewhere. The author should confirm this in the cover letter sent with the manuscript.
  • Articles that are published within the CJNSE/RCJCÉ must not be published elsewhere, in whole or part, for one year after publication.
  • Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Granting the CJNSE/RCJCÉ first publication rights must be in the cover letter sent with the manuscript.
  • If the manuscript contains copyrighted materials, the author should note this in the cover letter sent with the manuscript, and indicate when letters of permission will be forwarded to the Editor.
  • If the manuscript reports on research with “human subjects,” the author should include a statement in the cover letter that ethics approval has been received for the research, indicating the granting body and protocol number if applicable.
  • Authors are encouraged to use language that is inclusive and culturally sensitive.