Teaching French as a Second Language in Canada: Convergence Points of Language, Professional Knowledge, and Mentorship from Teacher Preparation through the Beginning Years

Abstract

French as a second language (FSL) teachers in Canada face unique circumstances and challenges in the profession, from their initial teacher preparation into the beginning years of teaching and beyond. These challenges play a role in the long-standing FSL teacher shortage across Canada. To better understand the complexity and nuance of issues facing teachers of FSL in minority settings, we conducted a study in 2021 across different regions in Canada that included 29 focus groups with a total of 89 participants from three key stakeholder groups: teacher educators working in faculties of education; school district and board representatives; and FSL teachers, with a focus on recently graduated novice teachers. In our analysis, we found that participants’ unique and contextualized experiences are framed around two key points of convergence in our data: access and conceptualizations. We present and discuss these findings, considering practical and ideological elements stemming from these points of convergence. We then conclude the paper with a synthesis of the complexities and interconnectedness inherent in the factors related to FSL teacher preparation and support, including a reflection on what this might ultimately tell us about the FSL teacher shortage.