La présence conceptuelle du CECR dans les curriculums de français de base du palier secondaire au Canada

Authors

  • Michaël Boucher membre
  • Marie-Josée Vignola français

DOI:

https://doi.org/10.37213/cjal.2022.32157

Abstract

In 2001, the Common European Framework of Reference (CEFR), based on the concepts of an action-oriented approach and multilingualism, was created in Europe to frame the learning, teaching and assessment of foreign languages. In Canada, the Council of the Ministers of Education of Canada (CMEC) drew inspiration from the CEFR to standardize teaching and assessment practices for second language (L2) education. This article examines the degree of integration of the action-oriented approach and plurilingualism in provincial and territorial Core French curricula in Canada. Applying Van der Maren's documentary analysis model, we observe that all Canadian Core French curricula integrate sub-concepts relating to the two CEFR concepts, with the action-oriented approach more represented than plurilingualism.

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Published

2022-03-07

How to Cite

Boucher, M., & Vignola, M.-J. (2022). La présence conceptuelle du CECR dans les curriculums de français de base du palier secondaire au Canada. Canadian Journal of Applied Linguistics, 25(1), 152–183. https://doi.org/10.37213/cjal.2022.32157

Issue

Vol. 25 No. 1 (2022)

Section

Articles

License

Copyright (c) 2022 Michaël Boucher, Français

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