(Re)conceptualiser l'enseignement d'une langue seconde à l'aide d'outils d'évaluations: comment les enseigants canadiens perçoivent le CECR

Abstract

The growth of interest in the Common European Framework of Reference (CEFR) in Canada has moved from academic discussions and feasibility studies to the publication of institutional documents informing language education policies. Far less attention has been given so far to the need for professional development aimed at helping teachers grasp the conceptual density of the document. Following an exploratory phase aimed at investigating issues and challenges teachers are faced with in the domain of assessment, a qualitative study was conducted in the Canadian context to investigate the impact of targeted professional development on teachers’ perceptions of the potential of the CEFR. The results of the study show how a four-phase guided reflective process can help teachers overcome their perception of the CEFR as a standard © 2013 The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 69, 4, (November / novembre), 386–414 doi:10.3138/cmlr.1737.386 setting tool and consider the vision of assessment it proposes as a way for deeply questioning their own teaching practice.

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