The State of French Second Language Education in Canada (2018)
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In 2018, Canadian Parents for French released The State of French-Second-Language Education in Canada. The 2017 edition published provided an in-depth examination of FSL students who participate in various FSL programs (core, extended, intensive and immersion) across Canada. The current edition focuses on teachers, while the upcoming 2019 edition will shine the spotlight on FSL programs.
This report reviews the research in the current millennium relating to FSL teaching and teachers, both preservice and inservice. Areas emphasized for teacher professional development include inclusive pedagogy, CEFR-informed teaching practices, digital literacies and attitudes towards English language learners (ELLs). The review highlighted a need for studies of FSL teacher proficiency and acknowledged a welcome trend involving teacher-led research where teachers are viewed as experts and knowledge creators. Four regional updates from across Canada on research topics of interest to CPF stakeholders are presented: FSL teacher supply and demand, issues relating to core French in western Canada, a professional language portfolio as a tool for reflective practice, and the potential of the CEFR to support FSL teachers. |
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Teaching Core French in British Columbia: Teachers' Perspectives (2007)
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In 2007 Dr. Wendy Carr, former BCATML president, conducted the largest study (n=823) of core French teachers in BC to explore their teaching context, background and experience, the support they receive, and preferred forms of professional development. The survey was based largely on the instrument used in a similar national study of FSL teachers (Lapkin, MacFarlane, & Vandergrift, 2006). In some cases, the results of the national and provincial studies were similar; however, there were some key differences, particularly at the elementary and middle years levels. The pressing challenges for BC core French teachers identified in this study were how to achieve provincial learning outcomes given the limited instructional time and low value allocated to core French, and generally low levels of teacher language proficiency and background in core French methodology.
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