Second language education and micro-policy implementation in Canada: The meaning of pedagogical change

Abstract

Using data from a study investigating the implementation of a popular French as a second language (FSL) teaching method in Canada (i.e. the Accelerative Integrated Method), this article presents a second language (L2) perspective on micro-policy implementation and pedagogical change. According to Fullan (2007), successful change implementation requires the establishment of ‘shared meaning’: a balanced vision of what the change represents and coordinated management of its implementation. This inquiry compared stakeholder perspectives ( n = 36) on the method and its implementation in contexts where it was mandated and optional for FSL instruction. Data from interviews and focus groups were triangulated to provide a descriptive synthesis of the shared realities and practices of these local players. Findings showed that the bias for action and utility of the method, teacher agency and lack of collaborative monitoring emerged as factors affecting the short-term implementation of this change and its potential long-term sustainability. The findings present important implications for FSL education, micro-level L2 policy implementation and ongoing research focusing on L2 pedagogical change in the Canadian context.