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Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education
Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education
Published:
2011-08-01
Articles
The Power of “Can Do” statements: Teachers’ Perceptions of CEFR-informed Instruction in French as a Second Language Classrooms in Ontario
Farahnaz Faez, Suzanne Majhanovich, Shelley Taylor, Maureen Smith, Kelly Crowley
1-19
PDF
PDF [ANGLAIS] (Français (Canada))
Du CECR au développement professionnel : pour une démarche stratégique.
Enrica Piccardo
20-52
PDF [FRENCH]
PDF (Français (Canada))
From Action to Insight: A Professional Learning Community’s Experiences with the European Language Portfolio
Paula Lee Kristmanson, Chantal Lafargue, Karla Culligan
53-67
PDF
PDF [ANGLAIS] (Français (Canada))
Fragile Identities: Exploring Learner Identity, Learner Autonomy and Motivation through Young Learners’ Voices
Terry Eric Lamb
68-85
PDF
PDF [ANGLAIS] (Français (Canada))
La compétence interculturelle et la formation initiale : le point sur le CECR et l’IDI
Karen Olivia Ragoonaden
86-105
PDF [FRENCH]
PDF (Français (Canada))
Introducing the CEFR in BC: Questions and Challenges
Meike Wernicke, Monique Bournot-Trites
106-128
PDF
PDF [ANGLAIS] (Français (Canada))
Tendances en enseignement des expressions idiomatiques en langue seconde : de la théorie à la pédagogie
Linda de Serres
129-155
PDF [FRENCH]
PDF (Français (Canada))
Exploring the dynamic relationship between the Accelerative Integrated Method (AIM) and the core French teachers who use it: Why agency and experience matter.
Stephanie Arnott
156-176
PDF
PDF [ANGLAIS] (Français (Canada))
Editorial
Editorial
Wendy Carr, Joseph Dicks, Sharon Lapkin
PDF
PDF [ANGLAIS] (Français (Canada))
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