Who can and who can't?

I attended a presentation last week on the CEFR (Common European Framework of Reference) with over 100 other teachers and principals.  I came into this session with some knowledge of the CEFR and the soon to come new curriculum's goals and intentions.  This day, that was so well organized and with information so clearly delivered, was a great learning experience.  I had the opportunity to discuss with other teachers our methods, our goals, and our thoughts on learning French as a second language. 

I was very happy to hear once again that the CEFR and the new French curriculum coming out (hopefully) in the fall will focus even more on the oral aspect of FSL.  The presenters mentioned a 70% oral and 30% reading and writing ratio in the French classroom, which is something I 100% agree with.  For a while, we discussed the importance of just talking to our students and having meaningful, casual conversations with them.  Through this, the students will learn the more explicit content like grammar, spelling, verbs, etc.  The reading and writing will all fall into place as well. 

Through these discussions, we also started talking about what students should be in French Immersion or Core, which ones should be exempt, etc.  This topic was a really touchy one for me, and I could sense myself getting very overwhelmed and slightly frustrated because I strongly believe that all students can be in the French program, but it is our job, in collaboration with the English teachers to make each student's environment one that will allow them to achieve success.  Of course, there are students with very intense behaviours that may make learning French challenging, but I still think that there is SOMETHING that us teachers can do to allow them to succeed.  Now, I don't know exactly what that "something" is in most cases, but isn't it our job to try our best to figure it out? 

This, to me, is how the CEFR is a useful and effective tool.   Every student can be placed in a category on the grid.  This grid is not a rubric and is not a grid that tells you how you should be assessing.  It is a tool for students and teachers to identify where they are in their learning of a language...  Any language!  Every student fits in a category, whether it's A1, A2, B1, etc.  Everyone then has a starting point that the teacher is aware of. The teacher can then use this as a guide in order to teach every individual in a classroom.

Every student can succeed within their category of the Common European Framework, and even someday move up into the next category. If we make our teaching meaningful, authentic and engaging, I really think that every single student can succeed! I do not believe that I have all of the answers or that I know what to do for every student; however, I truly believe in giving them all a chance and in doing what we are paid to do, which is trying our hardest to help every student succeed.