Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs
This article explores how teachers’ professional learning about the Common European Framework of Reference (CEFR) can re-orient their reported teaching practices to meet learner-identified sociolinguistic needs. To this end, the article first examines learners’ sociolinguistic needs by exploring the...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-03-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/3/282 |
| _version_ | 1797612273376690176 |
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| author | Katherine Rehner Ivan Lasan |
| author_facet | Katherine Rehner Ivan Lasan |
| author_sort | Katherine Rehner |
| collection | DOAJ |
| description | This article explores how teachers’ professional learning about the Common European Framework of Reference (CEFR) can re-orient their reported teaching practices to meet learner-identified sociolinguistic needs. To this end, the article first examines learners’ sociolinguistic needs by exploring the extent to which post-secondary French-as-a-second-language (FSL) learners, who completed their elementary and secondary schooling in Ontario, Canada, believe that they have successfully developed sociolinguistic competence in their target language. Specifically, it considers the learners’ assessment of their sociolinguistic abilities, the types of sociolinguistic skills they wish to develop further, a comparison with their actual sociolinguistic performance, and the ways in which they hope to develop the sociolinguistic skills they feel they lack. Second, the article explores Ontario elementary- and secondary-school FSL teachers’ reported focus on sociolinguistic competence in their teaching after having engaged in intensive and extensive CEFR-oriented professional learning. Specifically, it considers how the teachers’ professional learning influences the sociolinguistic relevance of their planning, classroom practice, and assessment and evaluation. The article concludes by considering whether the degree of “fit” between the learners’ self-identified needs and the teachers’ reports of their re-oriented practices is poised to improve the sociolinguistic outcomes of Ontario FSL learners. |
| first_indexed | 2024-03-11T06:39:58Z |
| format | Article |
| id | doaj.art-879dd2038d9f4e8a9530e35ad2c2b1f9 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T06:39:58Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-879dd2038d9f4e8a9530e35ad2c2b1f92023-11-17T10:42:03ZengMDPI AGEducation Sciences2227-71022023-03-0113328210.3390/educsci13030282Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified NeedsKatherine Rehner0Ivan Lasan1Department of Language Studies, University of Toronto Mississauga, 3359 Mississauga Road, Mississauga, ON L5L 1C6, CanadaDepartment of Curriculum, Teaching and Learning, OISE, University of Toronto, 252 Bloor Street West, Toronto, ON M5S 1V6, CanadaThis article explores how teachers’ professional learning about the Common European Framework of Reference (CEFR) can re-orient their reported teaching practices to meet learner-identified sociolinguistic needs. To this end, the article first examines learners’ sociolinguistic needs by exploring the extent to which post-secondary French-as-a-second-language (FSL) learners, who completed their elementary and secondary schooling in Ontario, Canada, believe that they have successfully developed sociolinguistic competence in their target language. Specifically, it considers the learners’ assessment of their sociolinguistic abilities, the types of sociolinguistic skills they wish to develop further, a comparison with their actual sociolinguistic performance, and the ways in which they hope to develop the sociolinguistic skills they feel they lack. Second, the article explores Ontario elementary- and secondary-school FSL teachers’ reported focus on sociolinguistic competence in their teaching after having engaged in intensive and extensive CEFR-oriented professional learning. Specifically, it considers how the teachers’ professional learning influences the sociolinguistic relevance of their planning, classroom practice, and assessment and evaluation. The article concludes by considering whether the degree of “fit” between the learners’ self-identified needs and the teachers’ reports of their re-oriented practices is poised to improve the sociolinguistic outcomes of Ontario FSL learners.https://www.mdpi.com/2227-7102/13/3/282CEFRsociolinguistic competenceFrench as a second languageteacher practicelearners’ self-identified needs |
| spellingShingle | Katherine Rehner Ivan Lasan Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs Education Sciences CEFR sociolinguistic competence French as a second language teacher practice learners’ self-identified needs |
| title | Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs |
| title_full | Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs |
| title_fullStr | Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs |
| title_full_unstemmed | Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs |
| title_short | Developing Second Language Learners’ Sociolinguistic Competence: How Teachers’ CEFR-Related Professional Learning Aligns with Learner-Identified Needs |
| title_sort | developing second language learners sociolinguistic competence how teachers cefr related professional learning aligns with learner identified needs |
| topic | CEFR sociolinguistic competence French as a second language teacher practice learners’ self-identified needs |
| url | https://www.mdpi.com/2227-7102/13/3/282 |
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