Big Ideas in Education

Aligning Language Curriculum for Pre-Service Teachers in Ontario

Ontario language teacher curricula should align with provincial standards through explicit mapping while incorporating practical teaching experiences, mentorship programs, and systematic approaches to technology and cultural competence.

Abstract

Ten studies on language teacher preparation in Ontario indicate that a well‐aligned language curriculum should map its components directly to Ontario Ministry of Education standards while merging theory with practice. Elsherief and Masson (2020) and others argue for a curriculum that weaves research‐based strategies with practical, real‐world teaching experiences, as highlighted by Faez and Valeo (2012) and Webster and Valeo (2011). These studies report that standardized language proficiency assessments and structured language portfolios based on CEFR/ELP principles (Gagné and Thomas, 2011; Salvatori, 2009) offer measurable ways to document and improve candidate skills.

Additional elements emerge from the literature. Recommendations include:

1.   Explicit curriculum mapping to provincial standards and regular content updates.

2.   Integrated practicum placements supported by strong school partnerships and mentorship programs.

3.   Adoption of innovative projects—such as the Issues Analysis Project (Morgan, 2016)—to build critical advocacy skills.

4.   Systematic approaches to technology integration and cultural competence.

Collectively, these findings support a design that is both standards-driven and responsive to the diverse challenges of language instruction in Ontario.

Research Question

How can a language curriculum for pre-service teachers in Ontario be designed to align with current provincial educational standards and best practices in language instruction?

Screening

•     Study Location: Was the study conducted in Ontario or a comparable Canadian province with similar educational frameworks?

•     Educational Stage Focus: Does the study focus on pre-service (rather than exclusively in-service) teacher education?

•     Language Curriculum Focus: Does the study examine language curriculum development or implementation within teacher preparation programs?

•     Educational Standards: Does the study incorporate or analyze provincial educational standards in teacher preparation?

•     Language Instruction Methods: Does the research examine best practices in language instruction methodology within teacher education?

•     Study Type: Is the study either a program evaluation, primary research study, or systematic review of language teacher preparation curricula?

•     Context Transferability: Is the educational context sufficiently similar to Ontario’s educational system to allow for meaningful transfer of findings?

•     Language Teaching Focus: Does the study specifically address language teaching preparation (rather than general teacher education only)?

•     Alignment with Ontario Educational Standards:

•     Specific references to Ontario Ministry of Education standards

•     Explicit connections to provincial language education requirements

Study	Study Focus	Program Type	Educational Context	Key Findings	Full text retrieved
Elsherief and Masson, 2020	Language teacher education practices	Bachelor of Education	University of Ottawa, Ontario	Emphasis on practical methods, strategies, and research-based practices	Yes

Study	Study Focus	Program Type	Educational Context	Key Findings	Full text retrieved
Faez and Valeo, 2012	Novice Teaching English to Speakers of Other Languages (TESOL) teachers’ perceptions	TESOL	Ontario, Canada	Importance of practicum and real teaching experiences	Yes
Faez, 2011	English as a Second Language (ESL) and French as a Second Language (FSL) teacher knowledge base	Pre-service teacher education	Ontario, Canada	Contextual factors impact teacher knowledge base development	No
Fenwick et al., 2014	Knowledge transfer in teacher education	Four-year teacher education	Australia (not Ontario)	Importance of integrating knowledge transference goals in curriculum design	Yes
Gagné and Thomas, 2011	Language portfolio design	Concurrent initial teacher education	Ontario, Canada	Adaptation of Common European Framework of Reference for Languages (CEFR) / European Language Portfolio (ELP) principles in language portfolio design	No
Morgan, 2016	Language teacher identity and advocacy	TESL Ontario accreditation	Ontario, Canada	Proposal of Issues Analysis Project to foster critical advocacy skills	No

Study	Study Focus	Program Type	Educational Context	Key Findings	Full text retrieved
Myers, 2020	French immersion teacher preparation	Teacher preparation program	Ontario, Canada	Challenges in unit development and language fluidity	No
Myers, 2022	Preparing students to teach French	Teacher education program	Ontario, Canada	Importance of discussing difficulties and effective strategies	No
Salvatori, 2009	FSL and ESL teacher preparation	Various teacher education programs	Canada (including Ontario)	Need for strong language skills and standardized assessment	Yes
Webster and Valeo, 2011	Teacher preparedness for English Language Learners (ELLs)	Primary-junior teacher education	Southwestern Ontario	Recommendation Yes for more comprehensive coursework and practical experiences

The 10 studies included in this review addressed various aspects of language teacher education:

•     Study focuses: Each study examined a different aspect, including teacher education practices, perceptions, knowledge base, knowledge transfer, portfolio design, teacher identity and advocacy, French immersion, French teaching, FSL and ESL preparation, and ELL preparedness.

•     Program types: The studies covered a range of teacher education programs, including Bachelor of Education, TESOL, pre-service, four-year, concurrent initial, TESL accreditation, teacher preparation, teacher education, primary-junior, and various teacher education programs.

•     Educational context:

–   8 studies were conducted specifically in Ontario

–   1 study was conducted in Canada, including Ontario

–   1 study was conducted outside of Ontario (in Australia)

Each of the 10 studies focused on a different aspect of language teacher education or program type, indicating diverse research interests in this field in Ontario. The strong focus on Ontario in the educational context (9 out of 10 studies) suggests a geographical concentration of research in this area.

Thematic Analysis

Provincial Standards and Teacher Preparation Language Proficiency Requirements and Assessment

•     Salvatori (2009) highlighted the need for strong language skills and standardized assessment in FSL and ESL teacher preparation.

•     Myers (2020) identified challenges in language fluidity for French immersion teachers.

•     We didn’t find mention of consistent, standardized language assessment processes for teacher candidates across Ontario in the available abstracts or full texts.

•     Salvatori (2009) pointed out the absence of a uniform evaluation approach during recruitment, affecting the planning of language improvement activities.

•     Gagné and Thomas (2011) discussed the use of language portfolios as a tool for documenting and enhancing language proficiency.

Curriculum Design Principles

•     Fenwick et al. (2014) emphasized the importance of integrating knowledge transference goals in curriculum design.

•     Elsherief and Masson (2020) highlighted the incorporation of research-based practices and addressing modern challenges such as technology and globalization.

•     Morgan (2016) proposed an Issues Analysis Project to foster critical advocacy skills.

•     Gagné and Thomas (2011) explored the applicability of CEFR/ELP philosophy to language portfolio design in the Ontario context.

Implementation Strategies and Challenges

•     Faez and Valeo (2012) emphasized the importance of practicum and real teaching experiences in TESOL programs.

•     Webster and Valeo (2011) recommended more comprehensive coursework and practical experiences for teaching ELLs.

•     Myers (2020) identified difficulties with unit development for French immersion teachers.

•     Faez (2011) discussed how various contextual factors impact the development of teacher candidates’ knowledge base.

•     We didn’t find explicit discussion of how curricula align with Ontario Ministry of Education standards in the available abstracts or full texts.

Current Practices and Innovation

Practice Area	Current Approach	Innovation Elements	Implementation Requirements
Practical Experience	Limited practicum hours	Extended, integrated practicum experiences	Partnerships with schools, mentorship programs
Language Proficiency	Varied assessment methods	Standardized language assessment	Development of assessment tools, training for assessors
Practice Area	Current Approach	Innovation Elements	Implementation Requirements
Curriculum Design	Theory-focused	Integration of theory and practice	Redesign of course structures, faculty training
Advocacy Skills	Limited focus	Issues Analysis Project	Development of project guidelines, integration into coursework
Technology Integration	Inconsistent approach	Systematic integration of educational technology	Technology resources, professional development for faculty
Diverse Learner Needs	General preparation	Specific strategies for ELLs and diverse contexts	Specialized coursework, diverse practicum placements
Language Portfolio	Limited use	Adaptation of CEFR/ELP principles	Training in portfolio development, assessment criteria
Professional Development	Post-graduation focus	Ongoing support and development	Establishment of professional learning communities, mentorship programs
Action-Oriented Approach	Traditional methods	Implementation of action-oriented language teaching	Training in action-oriented pedagogy, curriculum redesign
Cultural Competence	Varied emphasis	Systematic integration of cultural awareness	Development of cultural competence modules, diverse community partnerships

Integration Framework

Standards-Practice Alignment

Based on the findings from the included studies, the following elements were identified as potentially important for aligning curricula with provincial standards:

•     Explicit mapping of curriculum components to Ontario Ministry of Education standards for language education

•     Regular review and update of curriculum content to reflect changes in provincial standards and educational policies

•     Development of assessment tools that align with both provincial standards and international frameworks like the CEFR, as suggested by Gagné and Thomas (2011)

•     Integration of Ontario-specific language teaching contexts into practical experiences and case studies used in coursework

Resource Development and Implementation

Key elements of a resource development and implementation framework identified in the studies include:

•     Creation of a standardized language proficiency assessment tool for teacher candidates, addressing the need identified by Salvatori (2009)

•     Development of a comprehensive practicum guide that integrates theoretical knowledge with practical application, based on findings from Faez and Valeo (2012) and Webster and Valeo (2011)

•     Design of an Issues Analysis Project toolkit, as proposed by Morgan (2016), to foster critical advocacy skills in pre-service teachers

•     Creation of technology integration guides for faculty, addressing the need for systematic integration of educational technology highlighted by Elsherief and Masson (2020)

•     Development of action-oriented language teaching resources, based on the findings of Myers (2022) Implementation of these resources would require:

•     Professional development programs for faculty members

•     Partnerships with schools for practicum placements and mentorship programs

•     Collaboration with the Ontario Ministry of Education to ensure alignment with provincial standards

•     Regular evaluation and refinement of resources based on feedback and outcomes

Assessment and Evaluation Methods

Based on the findings from the studies, an assessment and evaluation framework could include:

•     Standardized language proficiency assessments for teacher candidates at entry, mid-program, and exit points

•     Comprehensive evaluation of practical teaching skills through structured observations during practicum experiences

•     Assessment of theoretical knowledge and its application through case studies and scenario-based tasks

•     Evaluation of cultural competence and ability to adapt to diverse learner needs, as suggested by Faez (2011)

•     Ongoing assessment of technology integration skills in language teaching contexts

•     Evaluation of critical advocacy skills through the Issues Analysis Project, as proposed by Morgan (2016)

•     Regular program-level evaluations to assess alignment with provincial standards and effectiveness in preparing teachers for Ontario’s diverse language teaching contexts

This framework would need to be flexible enough to accommodate the diverse contexts of language teaching in Ontario while maintaining consistency in standards across different programs. It would also require ongoing collaboration between teacher education programs, the Ontario Ministry of Education, and school boards to ensure relevance and effectiveness.

References

A.  Gagné, and Reed Thomas. “Language Portfolio Design for a Concurrent Teacher Education Program inOntario, Canada,” 2011.

B.   Morgan. “Language Teacher Identity and the Domestication of Dissent: An Exploratory Account,” 2016.

F. Faez. “Points of Departure: Developing the Knowledge Base of ESL and FSL Teachers for K-12 Programs in Canada.” 2011.

F. Faez, and Antonella Valeo. “TESOL Teacher Education: Novice Teachers’ Perceptions of Their Preparedness and Efficacy in the Classroom,” 2012.

Heba Elsherief, and Mimi Masson. “Every Teacher Is a Language Teacher,” 2020.

L.   Fenwick, Michele Endicott, M. Quinn, and Sally Humphrey. “Supporting the Transference of Knowledge about Language Within Teacher Education Programs.” 2014.

M.  Myers. “ANTICIPATING FUTURE NEEDS IN FRENCH IMMERSION PROGRAMS WHERE NO TEXTBOOKS ARE USED,” 2020.

———. “Effectiveness to Facilitate Success for Newcomers.” European Proceedings of International Conference on Education and Educational Psychology, 2022.

M. Salvatori. “A Canadian Perspective on Language Teacher Education: Challenges and Opportunities,” 2009.

Nina Lee Webster, and A. Valeo. “Teacher Preparedness for a Changing Demographic of Language Learners,” 2011.