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School-based language portfolio

During this multi-faceted project, researchers at L₂RIC worked with a Professional Learning Community (PLC) at a local high school to develop materials related to the CEFR and the Language Portfolio.

Teachers in the PLC adapted and adopted Can-Do statements as learning outcomes and re-examined their language teaching philosophy. As a result, they made changes to their teaching philosophy and developed an approach to language teaching that goes beyond the thematic curriculum.

Throughout the classroom implementation process, data were collected to examine teacher and learner perspectives in order to contribute to the research component of this project.

• School-Based Language Portfolio

Classroom materials

English Reflection sheets (A1, A2, B1, B2, C1, C2)

Fiches de réflexion (A1, A2, B1, B2, C1, C2)

Teaching units and classroom activities

Memoir unit - EAL (English as a Second Language) High School

• Learning Outcomes
• "Can Do" Statements
• Graphic Organizer
• Rubric
• Photostory Instructions

Teaching materials

• A1 Writing - Autobiography (Spanish)
• A1 Writing - Describe a Character (Spanish)
• B1 Write a Report Book/Film (English)
• A1 Listening/Writing #1 (French)
• A1 Listening/Writing #2 (French)

Research project

• Presentation -  Can-Do! Implementing the CEFR in High School Language Classes
• Articles
  • Kristmanson, P., Lafargue, C., & Culligan, K. (2013). Experiences with Autonomy: Learners’ Voices on Language Learning. Canadian Modern Language Review, 69(4), 462-486.
  • Kristmanson, P., Lafargue, C., & Culligan, K. (2011). From action to insight: A professional learning community’s experiences with the European language portfolio. The Canadian Journal of Applied Linguistics, Special Issue, 14(2), 53-67.
  • Kristmanson, P., Lafargue, C. Thompson, L. (2011). Can Do: A Common Experience. Réflexions, 30(1), 4-5.