Training Non-native Second Language Teachers: The Case of Anglophone FSL Teacher Candidates

Abstract

Abstract: This study documents the experiences of anglophone French as a second language (FSL) teacher candidates during their pre-service program. The authors describe how this group of non-native FSL teacher candidates felt about the adequacy of their FSL skills, their need for some level of second language (L2) support, and the maintenance of their L2 skills during their teaching careers. Participants represented three teaching divisions (elementary through secondary school), interviewed separately in focus groups. Most students felt that their L2 skills were adequate. In all cases, students expressed a need for some form of FSL support; although they felt responsible for maintaining their L2 themselves, they recognized the need for some level of organizational support. Results are similar to those of studies of non-native ESL teachers and raise many issues that should be addressed in a wider forum to ensure the continuation and improvement of quality FSL education.