The survey results regarding students’ self-assessment of their abilities in FSL at the A2 and B1 levels of the CEFR indicate that most students felt respectably proficient by the end of their FSL education. The majority of respondents indicated they were capable of performing each skill, which was surprising in comparison to the many survey responses that demonstrated students were unhappy with their FSL education. This could be in part explained by the fact that the self-assessment grid leaves some room for individual interpretation, or it could also indicate that students truly feel like they know the language, but it is the language use that they have been missing.
The CEFR “Can Do” statements are sometimes vague and use terms like “briefly” and “simple” that individuals can interpret differently. For example, the phrase “I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events)” in which 60.2% indicated that they felt capable, is vague in that one student may have indicated “Yes” because they are able to converse spontaneously about one of the everyday topic examples, while another student may have indicated “Yes” and is capable of discussing a wide range of topics. Another example regards the phrase “I can briefly give reasons and explanations for opinions and plans” for which 70% of students indicated they felt capable. The term “briefly” can be interpreted in many different ways. Some students who indicated they are capable of this skill may have interpreted “briefly” to be just a few words, while others can express a few sentences. This room for interpretation leads me to suggest that when the self-assessment grid is used in the classroom, the teacher must make it clear to students more specifically what indicates successful attainment of each level. In order for teachers to make it clear to students, though, they must understand the CEFR fully themselves, which they often do not (Faez et al. 2011).
Aside from possible misinterpretations, it is evident that many students recognized their own knowledge of the French language, but still many expressed dissatisfaction. 86% indicated they “can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities” and yet many still said they did not feel successful at learning French. The lack of oral practice many students encountered can partially explain this. If students have the opportunity to actually use what they know, they may become content with their level of knowledge. Those students who disliked or did not enjoy learning French may also have a change of heart.
If the CEFR and task-based instruction are fully understood and implemented well, students will begin using the French language and identifying their own strengths as real and useful. There is a different way that students can view their level of language knowledge. If they looked through a CEFR or TBLT action-based lens, they may see their level of knowledge differently. It is possible that many of those students who were unhappy with their level of successfulness at learning French would have been content with their level of knowledge had they had the practice that made them aware they could use the language. Students with even just partial competences at an A1 level can feel successful and content with this level if they understand exactly how they can use it. They can receive the practice they need to make that level come alive. Through action- based approaches like the CEFR and TBLT, students can learn that no matter what their level is, they can use the French language, but this can only occur if French teachers understand the aspects fully and can use it effectively.
Students must be taught to recognize the value of partial competences in L2 learning. Students who discontinue French studies often do so because they feel a lack of progress or inability to express themselves in the language. If those students were given valuable opportunities for real language practice, they may still discontinue French studies, but they can discontinue pleased with their level of knowledge (Lapkin et al., 2009). They can only become aware of the usefulness of their level of knowledge, no matter how basic, if they actually use the language. If students understand that even the most basic level of A1 can still be useful, teachers have been successful. The
overwhelming issue remains that many students have not had opportunities to practice even basic language use.
The CEFR and TBLT are excellent venues for authentic language use that students can benefit from, but students cannot benefit from them if they are not
implemented effectively by teachers with a thorough understanding of them (Piccardo, 2014; Faez et al., 2011; Erlam, 2015; Ellis & Shintani, 2014). Students learn valuable information in FSL classes, but they must be able to recognize why and how it is valuable. Like interview participant Allen, for example, he found motivation in Grade 9 French after becoming aware of his ability to use the language in tasks and activities provided by his teacher. The CEFR and task-based, action-oriented teaching have the potential to improve students’ language experiences and satisfaction at every level. Students can become social agents, language users, and communicators if teachers have the appropriate resources. Even those teachers who are insecure about their own
proficiency in French can successfully teach it to a certain degree if they have the resources and professional development to help them implement task-based and action- oriented approaches. No matter what level of language knowledge, language use is what will bring the language to life.
Chapter 5
5
Naming the Problem, Implications, Recommendations
& Conclusions
This research study yielded noteworthy results, the implications of which are significant for FSL teaching in Ontario. The following is a discussion of the vicious cycle revealed and implications, as well as recommendations for further study and final thoughts.