The Common European Framework of Reference (CEFR) in Canada: A Research Agenda

Authors

Stephanie Arnott, University of Ottawa
Lace Marie Brogden, Laurentian University
Farahnaz Faez, Western University
Muriel Péguret, York University
Enrica Piccardo, University of Toronto
Katherine Rehner, University of Toronto
Shelley K. Taylor, Western University
Meike Wernicke, University of British Columbia

Document Type

Article

Publication Date

2017

Journal

Canadian Journal of Applied Linguistics

Volume

20

Issue

1

First Page

31

Last Page

54

Abstract

This article proposes a research agenda for future inquiry into the use of the Common European Framework of Reference (CEFR) in the plurilingual Canadian context. Drawing on data collected from a research forum hosted by the Canadian Association of Second Language Teachers in 2014, as well as a detailed analysis of Canadian empirical studies and practice-based projects to date, the authors examine three areas of emphasis related to CEFR use: (a) K-12 education, including uses with learners; (b) initial teacher education, where additional language teacher candidates are situated as both learners and future teachers; and (c) postsecondary language learning contexts. Future research directions are proposed in consideration of how policymaking, language teaching and language learning are articulated across each of these three contexts. To conclude, a call is made for ongoing conversations encouraging stakeholders to consider how they might take up pan-Canadian interests when introducing various aspects of the CEFR and its related tools.

Notes

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Citation of this paper:

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.