The Comparative and International Education Society of Canada (CIESC)

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Comparative Education In Canadian Universities

The first section of this article provides a brief overview of the field in Canada, and in so doing, demonstrates the broad nature of Comparative Education within the Canadian context. The second section of this article provides an overview of the comparative and international education programmes, specialization areas and courses in Canadian higher education institutions, focusing on three stages in the history of Comparative Education in Canada: the 1950s-1970s (Establishment of Comparative Education); the 1980s -1990s (Fragmentation of Comparative Education); and the 2000s (Broadening Comparative Education). While the focus in this article is on Comparative Education in graduate university programmes, a discussion about Comparative Education in teacher education is also included here. Two tables are presented which summarize changes in the field over the past 50 years and the titles of specific courses related to Comparative Education offered in Canadian universities. A discussion of the current state of Comparative Education in Canadian higher education follows with a few concluding explanatory comments about the current state of the field. Dans la première partie de cet article nous offrons un panorama de ce champ au Canada, et en le faisant, nous démontrons la nature étendue de l\u27éducation comparée dans le contexte canadien. Dans la deuxième partie, nous donnons un aperçu sur les programmes, les domaines spécialisés, et les cours sur l\u27éducation comparée et internationale offerts dans les institutions d\u27études supérieures du Canada. Nous les donnons suivant les trois étapes de l\u27histoire de l\u27éducation comparée au Canada: pendant les décennies 1950-1970 (l\u27établissement de l\u27éducation comparée); pendant les décennies 1980-1990 (la fragmentation de l\u27éducation comparée); et dans les années 2000 (l\u27élargissement de l\u27éducation comparée). Le but principal de cet article est d\u27élaborer l\u27éducation comparée aux programmes d\u27études supérieures mais nous y parlons aussi de l\u27éducation comparée dans la formation des enseignants et des enseignantes. Deux tableaux donnent le sommaire des changements dans le domaine pendant les cinquante dernières années et le nom des cours offerts dans les universités canadiennes, ayant un trait spécifique avec l\u27éducation comparée. Nous présentons aussi l\u27état actuel de l\u27éducation comparée enseignée dans les universités canadiennes et terminons par quelques commentaires explicatifs sur l\u27état actuel de ce domaine d\u27étude

The Power of “Can Do” statements: Teachers’ Perceptions of CEFR- informed Instruction in French as a Second Language Classrooms in Ontario

This article reports on French as a second language (FSL) teachers’ perceptions of using the Common European Framework of Reference (CEFR)-informed instruction (action-oriented instruction focusing on language use) in FSL classrooms in Ontario. In particular, this paper focuses on teachers’ perspectives of the strengths and challenges of providing CEFR- informed practice in FSL classrooms. FSL teachers (n=93) as well as elementary and secondary school students (n=943) participated in this province-wide study. Participating teachers were introduced to the CEFR and CEFR-informed activities and resources. Teachers then used the resources in their classrooms for approximately three months. At the end of this period, teachers participated in interviews and focus group sessions which focused on their perceptions’ of CEFR’s action-oriented approach. Teachers reported that CEFR-informed instruction increased student motivation, built self-confidence in their learners, promoted authentic language use in the classroom and encouraged learner autonomy. These findings have implications for FSL programs in Canada and possibly other second language education programs worldwide

50 Years of the CIESC - Looking Back and Envisioning Forward: Reflections from Past-Presidents

This paper stems from the panel of past Presidents of the Comparative and International Education Society (CIESC) that was part of the 2017 conference of the CIESC. The theme of the panel was “Looking Back, Visioning Forward: The Promise of Comparative and International Education” and the panelists were asked to present their perspectives based on their experiences as past Presidents of the Society. Their reflections were gathered to create this combined piece, in order to capture their insights on the past, present and future of comparative and international education