THE STATE OF FRENCH SECOND LANGUAGE EDUCATION IN CANADA 2018 - FOCUS ON FRENCH SECOND LANGUAGE TEACHERS
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THE STATE OF FRENCH SECOND LANGUAGE EDUCATION IN CANADA 2018 FOCUS ON FRENCH SECOND LANGUAGE TEACHERS
The State of French Second Language Education in Canada 2018
Canadian Parents for French
ISBN 978-0-921189-36-7
Printed in Canada
Copyright - Canadian Parents for French, 2018
The full report as well as additional enrolment statistics are available
for download on the CPF National website: cpf.ca
For additional printed copies of this report, contact:
Canadian Parents for French
National Office
1104 - 170 Laurier Ave W
Ottawa, ON
K1P 5V5
Tel. 613.235.1481
Email cpf@cpf.ca
Design and Production
Shaunpal Jandu
Translation
The Masha Krupp Translation Group Ltd.
Visit CPF.CA
We acknowledge the financial support of the
Government of Canada
Nous reconnaissons l’appui financier du
gouvernement du Canada
ACKNOWLEDGEMENTS
This report could not have been produced without the assistance and advice of many
people.
The CPF National Research Support Group 2017-2018 has been co-chaired by Wendy
Carr and Sharon Lapkin, CPF National Board of Directors, who wish to thank all of
those who contributed actively and substantively to this year’s report including
committee members, article authors and reviewers, CPF National and Branch staff.
CONTRIBUTORS
CPF National Research Support Committee 2017-2018:
Sharon Lapkin, Co-Chair, Representative of CPF National Board of Directors
Wendy Carr, Co-Chair, Representative of CPF National Board of Directors
Diane Tijman, CPF BC-YK, Representative of CPF Council of Presidents
Betty Gormley, CPF ON, Representative of CPF Council of Executive Directors
Paule Desgroseilliers, Quebec, Representative for CPF general membership
Nicole Thibault, CPF National Executive Director, Staff Support
Shaunpal Jandu, CPF National Project and Public Affairs Lead, Staff Support
Article Authors / Reviewers
University of British Columbia
Wendy Carr Associate Dean of Teacher Education and Professor of
Teaching, Faculty of Education
Meike Wernicke Assistant Professor, Department of Language and Literacy
Education
University of New Brunswick
Joseph Dicks Director, Second Language Research Institute of Canada
and Professor, Faculty of Education
University of Ottawa
Stephanie Arnott Assistant Professor, Faculty of Education
Mimi Masson Lecturer
Simon Fraser University
David Jacks Professor, Faculty of Economics
University of Toronto
Sharon Lapkin Professor Emerita, Ontario Institute for Studies in
Education
TABLE OF CONTENTS Preface...................................................................................................................... 1 Teachers in K-12 FSL Programs: What Issues are Top of Mind in 21st Century Research?.......................................... 3 Guest Commentaries................................................................................................ 7 Meeting Labour Market Needs for French as a Second Language Instruction in Ontario............................................ 8 Core French Teachers in British Columbia: Where Are We Now?.......................... 11 Towards a Better Understanding of FSL Teacher Identity: Implications for Professional Practice..................................................................... 13 Towards a Common Framework of Reference for Language Teacher Competence: Supporting Language Teachers ...................................... 15 FSL Teachers ... In the News..................................................................................... 16 Recommended Reading........................................................................................... 18 National French as a Second Language Education Reviews.................................. 19 Provincial and Territorial Policy Documents and Reports on FSL Education ...... 19 Agenda for Change.................................................................................................. 21 CPF Position Statements ......................................................................................... 22 Glossary.................................................................................................................... 23 State of FSL References - cpf.ca/en/state-of-fsl-report-references FSL Enrolment Statistics - .cpf.ca/en/research-advocacy/research/enrolmenttrends
PREFACE
We are delighted to present the 2018 edition of Canadian European Framework of Reference for
Parents for French’s The State of French-Second-Language describing various dimensions of language and
Education in Canada. The 2017 edition published last teaching competence and a set of resources
year provided an in-depth examination of FSL students intended to support teachers in their practice.
who participate in various FSL programs (core, extended,
intensive and immersion) across Canada. The current Other items in this report include a listing of recent
edition focuses on teachers, while the upcoming 2019 national studies, provincial and territorial ministry of
edition will shine the spotlight on FSL programs. education policy documents and resources, statistics on
FSL teachers and enrolments, CPF position statements
This Report opens with a review of the research in the and a glossary of terms.
current millennium relating to FSL teaching and teachers,
both preservice and inservice. Mimi Masson, Stephanie Research plays a critical role in supporting advocacy and,
Arnott and Sharon Lapkin report that most of the studies to that end, we conclude the State of French as a second
occurred in French immersion settings and involved language Education in Canada with our “Agenda for
teacher perspectives and needs, as well as approaches Change” that we hope CPF volunteer and staff leaders
to teaching. Areas emphasized for teacher professional can use to support and promote Canadian bilingualism as
development include inclusive pedagogy, CEFR-informed they consult education stakeholders across Canada.
teaching practices, digital literacies and attitudes
Canadian Parents for French is hopeful that these
towards English language learners (ELLs). The review
recommendations, drawn from the research findings in
highlighted a need for studies of FSL teacher proficiency
this report, are considered thoughtfully and encourage
and acknowledged a welcome trend involving teacher-
national, provincial, and territorial governments to build
led research where teachers are viewed as experts and
upon this work by conducting more comprehensive
knowledge creators.
studies about multiple approaches to learning French
We then present four regional updates from across as a second language, including contexts other than
Canada on research topics of interest to CPF stakeholders: immersion (e.g., core, intensive, extended).
FSL teacher supply and demand, issues relating to core
As a nationwide, research-informed, volunteer
French in western Canada (and elsewhere), a professional
organization that champions the opportunity to learn
language portfolio as a tool for reflective practice, and
and use French for all those who call Canada home, we
the potential of the CEFR to support FSL teachers.
strongly urge the Government of Canada, ministries of
• David Jacks, Research Lead on the Ontario education and school districts to play a leadership role
Labour Market Partnership Project, describes in the delivery of and access to quality FSL education
new research on issues relating to teacher programs.
supply and demand yielding recommendations
for key stakeholder groups. Some of the
issues addressed in this large-scale study echo
themes arising in the literature review in the
opening article, such as teacher proficiency Sharon Lapkin and Wendy Carr
and confidence. Chairs of the CPF National Research Support Group 2017-
• Wendy Carr, Associate Dean of Education at 2018
UBC, offers important insights into teaching
and teachers of core French in western Canada.
Teacher proficiency is a recurring theme, as are
the retention of teachers in core French and
the marginalization of the program that serves
the largest number of FSL students across
Canada.
• Still in western Canada, Meike Wernicke,
Assistant Professor, UBC explores FSL
teachers’ professional identity using a tool
that encourages reflection on their linguistic
and cultural experiences and allows them to
develop focused personal action plans.
• Joe Dicks, Professor and Director, Second
Language Research Institute of Canada at
UNB, discusses the relevance of the Common
State of FSL Education in Canada 2018 | Canadian Parents for French | 1
TEACHERS IN K-12 FSL PROGRAMS: WHAT ISSUES ARE TOP OF MIND IN 21ST CENTURY RESEARCH? Authors: Mimi Masson, Stephanie Arnott, Sharon Lapkin
INTRODUCTION and Jang (2011) investigated teachers’ concerns about
A larger study exploring the dominant trends in 21st the CEFR, while FSL teachers from another study (Faez,
century FSL literature* found that of the 166 peer- Majhanovich, Taylor, Smith, & Crowley, 2011) noted how
reviewed articles appearing between 2000-2017: CEFR-informed instruction increased student motivation,
built learner self-confidence, promoted authentic
• 49 (30%) involved teachers; language use in classroom, and encouraged learner
• Most were set in urban Ontario contexts; autonomy. In another study investigating pedagogical
• The majority (55%) focused on French practices, teachers were successful in integrating CEFR-
immersion (FI), whereas 24% focused on core based portfolios into their practice when given time to
French (CF), and 4%, respectively, each focused experiment, reflect, discuss and reassess their practice
on intensive French (IF) and extended French (Kristmanson, Lafargue, & Culligan, 2011). A more recent
(EF); exploratory study tracked and supported FSL teachers
with guided reflection to help transform their evaluation
Here we discuss two main themes: Professional process by integrating it more strategically into their
Development (PD) and French Language Instruction. practice (Piccardo, 2013).
Studies focusing on FSL teachers ranged from gathering
information on teacher needs and perspectives to PROFESSIONAL DEVELOPMENT (PD) PRACTICES
reporting outcomes of new initiatives that teachers Studies on teacher PD practices investigate how FSL
launched in their classrooms. Studies on PD aimed to teachers learn and develop professionally. Those studies
understand how teachers learn and what they (want to) published since 2008 have been mainly situated in a
learn. Studies on French language instruction investigated sociocultural framework that encourages teachers to
different techniques teachers (can) use in the classroom be active learners in their professional development,
and their outcomes. indicating this as a fairly recent trend. Findings
suggest that teachers need time to lead their own PD
PROFESSIONAL DEVELOPMENT (Kristmanson et al., 2011) and benefit from blended
Studies on FSL teacher PD highlight key areas of interest (face-to-face and virtual) PD opportunities (Kitchenham
in the field, such as using digital technology and the & Chasteauneuf, 2010). Research also shows that teachers
Common European Framework of Reference (CEFR). They can develop innovative resources, such as the Écriture
also foreground important concepts in the profession, cohérente et raisonnée en immersion (ÉCRI) process
such as inclusion and teacher as lifelong learner. In the writing model, when they use collaborative inquiry and
following section, we summarize three sub-themes that democratic dialogue (Kristmanson, Dicks, & Le Bouthillier,
emerged from our analysis of the PD study findings: 2009; Kristmanson, Dicks, Le Bouthillier, & Bourgoin,
pedagogical practices, PD practices, and teacher identity 2008). Findings demonstrate that collaborative inquiry
and language proficiency. and exchange are important to FSL teacher practice: in a
study comparing English-only, French-only and dual-track
PEDAGOGICAL PRACTICES (i.e., immersion) schools, FI teachers in dual-track schools
Research questions about pedagogical practices in the reported collaborating most among peers (compared
literature have focused on classroom teaching practices to English-track and French-track teachers) to create
which require using technology or the CEFR. Since the resources for their classrooms (Jacquet & Dagenais, 2010).
turn of the century, digital technology has become an
increasingly important resource for teachers. For FSL TEACHER IDENTITY & LANGUAGE PROFICIENCY:
teachers, this raises questions about how to implement The trend since 2011 has been to investigate how
technology use in a language learning environment to FSL teachers develop or “perform” their professional
best serve student needs and improve teacher efficiency identities. FSL teacher identity has become essential
(e.g., Murphy, 2002; Turnbull & Lawrence, 2003). In to understanding how teachers operationalize their
addition, research shows that teaching digital literacy practice and interact with students and colleagues in the
skills can expand FSL students’ learning experiences profession. For instance, findings show that FSL teachers
and identity development (Pellerin, 2013; Taylor, 2015). are creative and resilient when faced with challenges
Still, recent studies suggest that FSL teachers need more in their schools (Knouzi & Mady, 2014) and that they
support integrating technology in the classroom (Taylor, believe in implementing inclusive practices (Mady, 2012).
2015). Teachers also exercise agency and engage their sense of
plausibility when adapting teaching methods to their FSL
The CEFR is a set of benchmarks created to track the classroom, such as the Accelerated Integrated Method
linguistic and cultural competencies language learners (AIM) (Arnott, 2011). Such studies are integral to rewriting
develop over time. The resource has proven a useful one the narrative about who FSL teachers are and show the
to help teachers understand their students’ language potential for meaningful shifts in FSL teaching practices.
levels and has been adapted all over the world to local The latest research exemplifies the complexity of FSL
contexts. Canadian researchers have explored CEFR teachers’ beliefs systems and their potential to impact
implementation in various contexts . For example, Mison teachers’ practices. For example, Wernicke (2016) showed
* For more details see: Arnott, Masson & Lapkin, forthcoming; Masson, Arnott & Lapkin, 2017, Masson, Arnott, Knouzi and Lapkin, forthcoming.
4 | Canadian Parents for French | State of FSL Education in Canada 2018
on students to investigate teacher beliefs about student
performance as it relates to immigrant status. This
research builds on prior findings (Mady, 2012) suggesting
that FSL teachers believe in the inclusion of ELLs in their
classrooms. This particularly salient research helped
counter ideas of FSL as an elitist and exclusive program
and redefine the role that teachers play as gatekeepers
to FSL programs. More recently, Milley and Arnott (2016)
delved into the interplay of teacher and principals’ beliefs
and how they affect FSL teachers’ experiences in the
profession. Investigating CF teacher and principal pairs’
beliefs about core French program implementation and
support in the school reveals that principals who use
“defensive leadership postures” risk reproducing core
French marginalization and limiting proactive initiatives
principals can take. Overall, these findings on teacher
beliefs have implications for different teaching contexts in
which teachers find themselves. They help form the basis
of assumptions with which researchers must work.
INSTRUCTIONAL PRACTICES (RESEARCHER-LED)
Studies that investigated specific IPs of teachers were
generally situated in the disciplines of Applied Linguistics
Figure 1. Keywords in teacher-focused articles. and Behavioural Psychology. These quasi-experimental
how some teachers deem European French to be superior studies have provided a semi-controlled look into the
to Canadian French because European varieties are more IPs that FSL teacher implement in their classrooms.
‘authentic’, which has implications for the way teachers For instance, Germain and Netten (2004) investigated
understand their status as Canadian Francophones and the realization of an IF program in Newfoundland and
how they relate to the French language. Labrador. The IF program has since spread to other parts
of the country with great success. Other topics targeted
There is very little research on FSL teacher language by quasi-experimental research is corrective feedback
proficiency. The last study on the topic, published in (Lyster, 2004), bilingual read-aloud practices (Lyster,
2005, indicated there was no standard measure for French Collins, & Ballinger, 2009) and the use of CEFR task-based
proficiency in universities across Canada (Veilleux & approach and “can-do” statements (Faez, Majhanovich, et
Bournot-Trites, 2005). This continues to be true today. al., 2011; Faez, Taylor, et al., 2011).
FRENCH LANGUAGE INSTRUCTION Lyster (2004) specifically focused on determining “the
Studies focusing on French language instruction effects of form-focused instruction (FFI) and corrective
investigated teacher beliefs or instructional practices feedback on immersion students’ ability to accurately
(IP). The IPs were either implemented by researchers assign grammatical gender in French” (p. 399). Findings
(e.g., quasi-experimental designs), by teachers alongside suggest that FI students benefit from form-focused
a research team (e.g., action research) or were observed instruction (FFI), especially when combined with the use
and documented by a research team (e.g., case studies). of prompts.
TEACHER BELIEFS Research into literacy teaching practices has investigated
Beliefs are an essential part of understanding how the use of a read-aloud project across several
teachers practice the art of teaching French. Studies in classrooms (Lyster et al., 2009). English- and French-
this area have provided diverse findings about teachers’ language teachers collaborated on lesson plans and
beliefs. Murphy (2002) suggests that effective use of read alternating chapters from the same book to their
online FSL teaching tools requires an understanding students. The project demonstrated opportunity for
and acceptance of the way in which the tools redefine teachers and students to focus on language content
classroom control, knowledge and the practice of and form, and promoted cross-linguistic awareness by
teaching in general. Jean and Simard (2011) revealed looking for patterns across French and English. It also
that FSL teachers and students find grammar instruction provided teachers the opportunity for cross-disciplinary
necessary but not fun, and that girls enjoy it more than collaboration which is not yet a common practice in
boys. Research has also tracked teacher beliefs about language classrooms.
using CEFR task-based approach in the FSL classroom Faez and her team investigated core and immersion
(Faez, Taylor, Majhanovich, Brown, & Smith, 2011). In an French teachers’ beliefs about the CEFR “can-do”
effort to challenge long-held assumptions about students statements and the implementation of task-based
in FSL classrooms, Mady’s (2014) research used testing learning after teachers received CEFR-related training
State of FSL Education in Canada 2018 | Canadian Parents for French | 5
(Faez, Majhanovich, et al., 2011; Faez, Taylor, et al., 2011). CONCLUSION
Teachers in the study reported increased student ability In terms of PD, key areas of interest include technology,
to perform tasks in French and use authentic French. digital literacies, inclusive practices, and using the CEFR.
They also reported increased student motivation, learner PD practices reported in the research in recent years
autonomy and self-confidence among students. seem to suggest that fostering collaborative inquiry-
led PD initiatives may be beneficial to FSL teachers on
INSTRUCTIONAL PRACTICES (TEACHER-LED) several levels: to develop locally relevant resources, to
Studies that featured IPs investigated and developed promote camaraderie with other teachers and to foster
by teachers generally anchored themselves in a teacher autonomy and engagement in the profession.
sociocultural or socio-constructivist model for learning, Understanding how teachers view themselves and are
inviting teachers to become part of the research process. viewed in the profession is another dimension being
Kristmanson and her colleagues (2009, 2008) supported investigated through teacher identity research and the
a group of teachers over several years in New Brunswick cultural supports available to them in the Canadian
to develop the ÉCRI writing model for FI students. In 2013, context. Last, there is a clear and pressing need for
Pellerin investigated the use of digital technologies to research on FSL teacher language proficiency, whether
support inclusive practices in early FI classrooms (Pellerin, it be to assess and develop linguistic and/or cultural
2013). Findings suggest that using digital technologies proficiency, or to create a standardized assessment
enables FI teachers to introduce inclusive instructional measure to assist teacher education programs, school
strategies by providing multiple means of representation, boards and teachers in setting benchmarks and goals for
action and expression, and engagement for students. success in French proficiency.
These articles are instrumental in showcasing the In French language instruction, key areas of interest
active role that teachers can play in the creation and intersect with those outlined in the PD section. They
implementation of new pedagogical practices and include grammar teaching, attitudes towards English
resources in their classrooms, promoting a grass-roots language learners in FSL, teacher literacy practices,
approach to change in FSL classrooms. inclusive practices, writing instruction, classroom
feedback, and teacher implementation of AIM, the CEFR
INSTRUCTIONAL PRACTICES (OBSERVED) or an intensive French program. Ultimately, this section
This group of studies rooted in sociological and of research suggests PD is moving from researcher-led
ethnographic tradition mainly observe teachers in their (2004-2011) to teacher-led (2008-present) initiatives.
practice to provide an analysis on the current state of the This means that teachers are increasingly involved in the
FSL profession. They also deal with a variety of topics, research in which they take part or lead. The increase in
depending on the researchers’ specialization. Arnett observation-based ethnographic case study approaches
(2010) suggests that teachers’ beliefs and ability to (2010-present) implies an expansion of research methods
implement education for children with exceptionalities and approaches used in FSL research, one that aligns
will determine their ability to effectively use inclusive with the trends that reposition teachers as experts and
practices in the language classroom. Arnott (2011) studied knowledge-creators when it comes to FSL pedagogy.
teachers’ use of the Accelerated Integrative Method (AIM),
revealing its potential for enabling CF teachers to use References available on CPF National’s website at cpf.ca.
more French, exercise agency and engage their sense of
plausibility when creating lesson plans. Observations of
CF literacy teaching practices suggest that FSL teaching
can benefit from or echo literacy principles taught in
English Language Arts classes (Arnott & Mady, 2013),
offering possibilities for collaboration between teachers of
different subject matters. In addition, FSL teachers have
demonstrated they plan for and use a range of strategies
to promote language transfer (Thomas & Mady, 2014). In
this vein, Moore and Sabatier’s (2014) ethnographic study
into bilingual and multilingual books in Reading Corners
(i.e., spaces for reading in the classroom) can introduce
primary French immersion students to multiliteracies and
places value on their linguistic knowledge funds. Given
the growing importance of literacy research, projects
investigating students’ multiliteracies and interlanguage
awareness could assist FSL teachers who want to include
those elements in their practice.
6 | Canadian Parents for French | State of FSL Education in Canada 2018GUEST COMMENTARIES Canadian Parents for French is known for sharing evidence-based research on a variety of contemporary issues in French as a second language education. These four guest commentaries begin with the summary of an extensive labour market analysis of French language teacher supply and demand in Ontario, followed by three articles related to teacher proficiency and professional development: retrospectives and updates from British Columbia and an account from New Brunswick describing CEFR-based resources for pre- and in-service teachers.
MEETING LABOUR MARKET NEEDS
FOR FRENCH AS A SECOND LANGUAGE
INSTRUCTION IN ONTARIO
UNDERSTANDING PERSPECTIVES REGARDING THE FRENCH AS
A SECOND LANGUAGE TEACHER LABOUR MARKET ISSUE
By David Jacks
Summary KEY FINDINGS – PERSPECTIVES FROM HUMAN
The Ontario Labour Market Partnership project, Meeting RESOURCES (HR)
Labour Market Needs for French as a Second Language Ninety-six percent of English-language boards’ HR
Instruction in Ontario, is envisioned as a three-year departments responded to an online survey organized
project. The full report, Understanding Perspectives under three key questions:
Regarding the French as a Second Language Teacher
Labour Market Issue, the list of recommendations, next • How do we understand FSL teacher demand?
steps, and Executive Summary can be found on the • How do we understand FSL teacher supply?
Ontario Public School Boards’ Association website at • What do boards do to recruit FSL teachers and
www.opsba.org how effective are their strategies?
In 2017, the Ontario Public School Boards’ Association FSL TEACHER DEMAND
was approved for an Ontario Labour Market Partnership The demand for FSL teachers is often a direct function of
to lead a research project into the French as a Second two variables: the range and intensity (grade levels and
Language (FSL) teacher shortage issue, and to partner hours of French instruction) of FSL programs offered in a
with key stakeholders to develop recommendations board, and any related increases in student enrolment.
towards workable solutions to this persistent and growing The survey revealed 3 key findings relating to demand:
labour market challenge. The project, Understanding
Perspectives Regarding French as a Second Language • about 90% of school boards in Ontario offer at
Teacher Labour Market Issue, was guided by two least one discretionary FSL program (usually
objectives: French Immersion);
• because of the instructional time requirements
1. to study the supply and demand issues for discretionary French instruction programs
specifically related to the recruitment, hiring (e.g., 50% of the school day for French
and retention of FSL teachers; Immersion), these programs currently require
2. to develop and begin to implement nearly twice as many FSL teachers than the
recommendations towards workable solutions mandatory French instruction programs
with key stakeholder groups. (known as Core French);
• most school boards currently require many
Funding for this Labour Market Partnership Project was more FSL teachers (approximately 5 times
provided in part by the Government of Canada and the more) for all program types in the elementary
Government of Ontario. This summary report has been grades than in secondary grades.
condensed from the comprehensive full report, which can
be found at www.opsba.org Figure 1 below shows the relative demand for FSL teachers
in Ontario according to the range of FSL programs offered
KEY FINDINGS - PAST STUDIES AND REPORTS by school boards as of September 2017.
There are several factors that weigh into the challenge
of recruiting, hiring and retaining FSL teachers. These The Ministry’s enrolment statistics for French Immersion
include the uneven concentration of French speakers programs in particular have shown an annual average
across the country, varying provincial requirements 5% increase, with several large suburban boards
for students to study French, the demand for French- reporting increases between 10 and 15 percent. As
speaking individuals in many other economic sectors, and such, the need for FSL teachers is concentrated in
ultimately, the hard-to-predict decisions people make in discretionary FSL programs offered by boards in response
choosing a career path. Similarly challenging has been to public demand, programs that require considerably
the time required for education systems to respond to the higher instructional time in French to meet Ministry
increasing demand for more French programs. requirements.
8 | Canadian Parents for French | State of FSL Education in Canada 2018reported that despite using multiple recruitment
strategies, they felt their overall FSL teacher recruitment
efforts to be only modestly successful with the low
number of applicants being cited as the greatest concern.
FRENCH LANGUAGE PROFICIENCY
School boards identified applicants’ French proficiency as
a factor affecting their FSL recruitment efforts. Language
pedagogy researchers have made the case for FSL
teachers to develop high levels of language competence
to optimize their effectiveness teaching a second
language (Bayliss & Vignola, 2007; Veilleux & Bournot-
Trites, 2005). As such, school boards were asked if they
Figure 1. Demand for Teachers by Program Type, September 2017 include assessment of FSL teacher applicants’ French
language skills as part of their recruitment and hiring
FSL TEACHER SUPPLY – EXTERNAL processes in order to secure FSL teachers with high levels
New FSL teachers are hired primarily from Ontario of language competence. Eighty-seven percent indicated
Faculties of Education but can also include those FSL they typically conducted an assessment of some, but
teachers who have earned their qualifications elsewhere seldom all, of applicants’ speaking, listening, reading and
in Canada and internationally. School boards reported writing skills in French.
a 54% drop in the number of applications received from
FSL teacher graduates in the past 3 years. This finding There was considerable variation in the assessment
corresponds to a significant overall drop in applications to practices across boards with many (80%) focusing heavily
Ontario Faculties of Education following the introduction on assessing applicants’ oral (listening and speaking)
of the new 4-semester teacher education program in 2015 language skills holistically (i.e., not measured against
(OUAC Statistics, March 2015). pre-determined standards) during a job interview setting.
Approximately 30% of boards measured applicants’ oral
While the overall number of FSL jobs offered to external French skills against standards developed by the board
FSL teacher applicants has declined in the past 3 years, itself, while many fewer boards (4%) engaged applicants
this should not be interpreted as a decreased demand for in a more comprehensive assessment process rating their
such teachers. With 90% of boards in Ontario offering oral French against an international French language
French Immersion, and with student enrolment in French assessment tool such as the Diplôme d’Études en Langue
Immersion programs growing by as much as 15% since Française (DELF).
2012 in several large suburban school districts, the
increasing demand for Immersion teachers is exacerbated For written language skills, more boards (24%) were
by the decreasing volume of external applicants (see inclined to use board-determined standards to assess
Figure 2 below). applicants, with approximately 4% using international
standards to measure writing skill in French.
Nearly 10% of school boards indicated they do not assess
the French language skills (oral or written) of any FSL
teacher applicants. Regardless of the degree or type
of French language assessment used when recruiting
external teacher applicants, boards who used an
assessment protocol for FSL teacher applicants reported
that an average of 27% of applicants did not meet their
language proficiency thresholds and therefore were not
considered for FSL teaching jobs.
KEY FINDINGS – PERSPECTIVES FROM RECENTLY
HIRED FSL TEACHERS
Figure 2. Number of FSL jobs offered to external applicants by program
Through an online survey, more than 380 FSL teachers
type
in their 1st or 2nd year shared their impressions about
School boards were also asked to compare the FSL becoming an FSL teacher, getting hired, and the early
teacher supply-demand situation in their respective phase of teaching. Focus groups were also organized
boards in recent years. Two-thirds of school boards report across the province to explore survey topics in greater
that their efforts to satisfy their demand for FSL teachers depth.
has become more or much more of a challenge over the
past 3 to 5 years, with no boards reporting the challenge
has diminished. Similarly, approximately 75% of boards
State of FSL Education in Canada 2018 | Canadian Parents for French | 9RECRUITMENT/HIRING EXPERIENCE KEY FINDINGS
Strongest factors influencing decision to • Proximity of board to desired place of residence
apply to specific boards • Prior knowledge of the board
• Practicum experience in the board
Number of boards applied to • 36% applied to 1 board only
• 60% applied to 2 to 5 boards
• 4% applied to more than 5 boards
Number of interviews granted • 86% of applicants were granted 1 to 3 interviews; 10% were
granted 4 to 6 interviews; 2% were granted none
• 85% of teachers attend most of the interviews granted; 6%
attended half of them; 7% attended only a few; 2% attended none
Ratings of elements of job interviews Highest rated elements of the interview experience were:
• interview venue and disposition of the interview team
(Participants were asked to elaborate on • opportunities to ask questions
low-rated items. ) • French language evaluation
Lowest rated elements of the interview experience:
• opportunity for feedback
• usefulness of feedback when given
• clarity of what to expect during interview
Challenges that dissuaded applicants • lack of specific information about available jobs
from pursuing an FSL job in a particular • location of interviews
board • timing of job applications
Figure 3.
GETTING HIRED FRENCH LANGUAGE PROFICIENCY
One part of the survey explored the under-researched Because the question of French language proficiency
area of FSL teacher recruitment. Questions centred on appeared as a concern in the Human Resources survey,
how teachers come to learn about FSL job opportunities, new FSL teachers were asked to self-rate their skill as
factors influencing where they apply/where they don’t a French language user using the global scales of the
apply, how many boards they apply to, and their French Common European Framework of Reference
impressions of various elements of the job interview (CEFR). For the purposes of this study, the basic
process. Figure 3 summarizes key findings about new FSL categories A1 and A2 were not available as criteria
teachers’ hiring experiences. choices. FSL teachers could also identify themselves as
native speakers of French. Figure 4 shows the distribution
EARLY PHASE OF TEACHING FSL of self-ratings by new FSL teachers.
New teachers were also asked about their confidence
in teaching FSL and the rewards and challenges
encountered at this early phase in teaching. Eighty
percent indicated they were confident or very confident
and identified many positive experiences as contributing
to their overall confidence. Approximately 20% of new
teachers, however, indicated a lack of confidence in their
FSL teaching. Focus group participants elaborated on
possible reasons contributing to diminished confidence:
lack of mentorship, isolation, unsatisfying practicum
placements, and communication skills in French.
Drawing from the abundance of literature on the
potential positive effects of professional learning on Figure 4. Distribution of self-ratings as French language users based on
teacher practice (Campbell, et al., 2016), new FSL teachers CEFR global descriptors
identified their top 3 professional learning needs at this
early stage of their careers as follows: Because so few boards (4%) reported using international
standards such as the CEFR criteria to evaluate FSL
1. availability of effective teaching resources (78%); teacher applicants’ French proficiency, it is not possible to
2. opportunities to improve French language skills correlate the self-ratings of new FSL teachers’ proficiency
(45%); levels with board-by-board hiring thresholds. This lack of
3. knowledge of effective teaching strategies (43%). board-to-board consistency was reported as a source of
considerable frustration among new FSL teachers.
10 | Canadian Parents for French | State of FSL Education in Canada 2018CORE FRENCH TEACHERS IN BRITISH
COLUMBIA: WHERE ARE WE NOW?
By Wendy Carr
In 2007, the largest ever study (n=823) of core French Teaching of core French is not treated as a mandated and
teachers in BC was conducted to explore their teaching valued program nor as an integral part of the literacy
context, background and experience, the support program of the school but, rather, as a discretionary
they receive, and preferred forms of professional subject.
development (Carr, 2007). The survey was based largely
on the instrument used in a similar national study WHAT IS THE SITUATION TODAY?
of FSL teachers (Lapkin, MacFarlane, & Vandergrift, In 2018, I surveyed 30 BC language coordinators using
2006). In some cases, the results of the national and the same questions used in 2006 to see if and/or how the
provincial studies were similar; however, there were situation had changed. Almost all respondents indicated
some key differences, particularly at the elementary that the situation had changed very little in the last
and middle years levels. The pressing challenges for BC decade; two indicated that it was actually worse (less
core French teachers identified in this study were how to quality and quantity of instruction) and two indicated
achieve provincial learning outcomes given the limited that it was somewhat better, evidenced in part by more
instructional time and low value allocated to core French, engagement in professional learning activities.
and generally low levels of teacher language proficiency
and background in core French methodology. It is still the case that the generalist teacher does not
value the importance of French or understand why our
Just prior to the BC study, I surveyed 32 language students are “forced” to learn it.
coordinators about the quantity and quality of
instructional time dedicated to core French education (in Il existe pas mal d’anxiété autour du français de base. La
the mandated Grades 5 to 8) in their school districts (Carr, situation s’empire petit à petit, à mon avis.
2006). These perspectives were included in the larger
study and depicted a less than positive view: Most teachers at the elementary level do not speak
French and therefore avoid teaching French or teach it
Time allotments for teaching elementary core French vary poorly, developing negative attitudes towards French
greatly from school to school - from a low of 30 minutes language. We offered different kinds of opportunities to
per week to 120 minutes per week. This inconsistency, support these teachers, but most were not interested.
coupled with varying levels of teacher competence, Possible reasons: not seeing it as a priority, too much on
suggests very uneven program delivery. their plate already, and feeling self-conscious about lack
of language ability.
A few of the 6/7 teachers are less comfortable with
French . . . . lots of anxiety and a real challenge for many. Au secondaire [8 à 12], en général, on a des profs de
français qui le parlent plus ou moins bien.
Les profs de 8e ne sont pas tous des spécialistes -- loin de
là. Alors, le niveau de langue qui est enseigné n’est pas In the last 10 years, there has been an improvement in so
très élevé dans plusieurs cas.
For some teachers, French is often the class that is the
first to be dropped in the need to do something urgent.
Of course, we might also question how they are also using
their French time - some doing translation, lots of art, not
much communication, etc.
Many of our schools have the generalist teacher deliver
French to their own classes . . . . time has been reduced
and teachers are teaching French who do not know it –
and against their will.far as we have a coordinator for core French. Teachers, Districts do provide financial support for general
therefore, have someone to whom they can ask questions, professional development, and teachers can elect where
seek resources, etc. [Translated from French] to focus their efforts and funding. With critical teacher/
teacher-on-call shortages in BC since 2017, there is next
There is still tremendous inconsistency. For some it is the to no in-school-time professional development, but there
first subject to go. Sometimes I hear students do not get are after-school and dinner sessions. As well, provincially-
French for a long time as the teacher is not comfortable managed federal bursaries to offset registration and
with it; other times, I hear teachers are teaching French accommodation expenses related to summer immersion
every day. There is a wide range! programs are offered and used by BC core French
teachers.
It’s more or less the same scenario. We have many
teachers who are not comfortable teaching core French. There is still much work to do to increase the valuing
We try to offer support through workshops, but it’s not of core French – the pathway by which the majority of
always possible with shortages of teachers on call. It’s Canadians are introduced to learning their second official
always the first subject that teachers drop when there language – as well as the linguistic and methodological
are other more pressing things to teach. [Translated from development of core French educators. Some promising
French] first steps with professional language portfolios (see
Wernicke and Dicks, in this issue), along with more
The recommendations that emerged from the 2007
language-development-focused professional learning
study remain as pertinent in 2018 as then to build French
development opportunities (supported by school
second language capacity among BC core French teachers
districts), may serve to encourage BC core French
in order to ensure quality experiences for BC learners in
teachers (and other FSL educators) to continue their
the provincially mandated Grades 5 to 8:
language learning trajectories. Ensuring that introductory
• sustained second language study as an integral experiences to learning French are taught by those who
part of secondary students’ graduation path, feel confident, competent and valued is our best hope
• mandatory second language methodology for maximizing the potential for success for core French
course for all preservice teachers, learners.
• ongoing professional learning opportunities
References available on CPF National’s website at cpf.ca.
with a language-development component,
• minimum amount of instructional time per
week (100 min in Gr. 5 to 7; 185 min in Gr. 8), WHAT DOES THE RESEARCH
• linguistic and methodological threshholds for
core French teachers, TELL US ABOUT FSL
• district-level consultant or mentorship support
for core French teachers,
TEACHERS IN THE FIELD?
The French teacher shortage has been in the news
• support and recognition for professional for well over a decade (Karsenti, Collin, Villeneuve,
development undertaken by teachers. Dumouchel, & Roy, 2008; MacFarlane & Hart,
2002; Pan, 2014). In addition, research and media
HOW HAVE THESE RECOMMENDATIONS BEEN reports from across the nation indicate that schools
ADDRESSED? are struggling to retain their French as a second
BC’s proposed graduation requirements with regard language (FSL) teachers. FSL teachers are mainly
to core French (BC Ministry of Education, 2018) have made up of core French teachers, who teach 76% of
not changed since the earlier 2004 version: “Second students enrolled in French, and French immersion
language courses are elective options in Grades 9-12 teachers, who teach 24% of students enrolled in
(not required for graduation)” (p. 25). Only one teacher French (Canadian Parents for French, 2017). Many
education institution (University of British Columbia) FSL teachers have expressed feeling disconnected
requires all elementary and middle years teacher and isolated in their schools (Karsenti et al., 2008;
candidates to take a course in core French methodology. Lapkin, Mady, & Arnott, 2009), even marginalized
Simon Fraser University and UBC offer professional in the workplace (Richards, 2002). The ongoing
development opportunities for FSL teachers (core, phenomenon of ‘FSL teacher flight’ suggests that
immersion, intensive), including immersive weekends (SFU many FSL teachers who enter the profession do not
Bootcamp FrancoFUN, Séjour-UBC) and summer institutes stay; they either leave the profession or transition out
(e.g., UBC’s Institut de francais, University of Victoria’s of teaching French (Carr, 2007; Lapkin & Barkaoui,
Maison française). Core French is still taught mainly by 2008). In fact, up to 40% of FSL teachers end up
generalists, with no district or provincial proficiency leaving or consider leaving the profession (Lapkin,
thresholds, and there is a great variance of district-level MacFarlane, & Vandergrift, 2006).
support, e.g., no consultant, a 20% position or, in the case
of only a very few metro districts, a full-time position ...continued on page 14
that supports all second language education programs.
12 | Canadian Parents for French | State of FSL Education in Canada 2018TOWARDS A BETTER UNDERSTANDING OF
FSL TEACHER IDENTITY: IMPLICATIONS FOR
PROFESSIONAL PRACTICE
By Meike Wernicke
In 2009, a cohort of 87 French second language (FSL) on ongoing language development within a practice-
teachers from British Columbia embarked on a federally- oriented framework. One such initiative is the Professional
funded two-week professional development sojourn Language Portfolio (PLP), recently developed at the
to Vichy, France, for an introduction to the Common University of British Columbia in collaboration with
European Framework of Reference for Languages (CEFR). Simon Fraser University, which aims to support French
The study abroad initiative was a response to changes in language and professional competencies among both
language curricula and the incorporation of CEFR-based BC teachers and teacher candidates. Adapted from the
methodologies based on Canada-wide recommendations Canadian Association of Second Language Teachers’
(Council of Ministers of Education, 2010; Vandergrift, Canadian Language Portfolio for Teachers (Turnbull,
2006) and focused on training BC educators as trainers 2011), the BC portfolio places particular importance on
of examiners for the DELF (Diplôme d’études en langue reflective practice (Strong-Wilson, 2009) by providing
française) in conjunction with pedagogical workshops. users with a means to document their linguistic,
intercultural, and instructional knowledge and ongoing
The study conducted in association with the sojourn learning experiences in order to deepen awareness of
(Wernicke, 2010) shed important insights on how FSL their competencies and professional responsibilities
teachers understand and perceive their linguistic, as educators. In other words, the tool allows teacher
cultural and instructional competences in light of an candidates and practising teachers to reflect on
overwhelming and persisting orientation to a native their linguistic and cultural experiences through self-
speaker standard, despite decades of research calling into assessment of their competencies as speakers and
question this idealized standard (e.g., Kumaravadivelu, teachers of a second language within a Canadian context.
2016). By closely examining how especially non- Unlike other language portfolios, the content of the
francophone teachers negotiate a professional identity as BC portfolio emphasizes users’ professional contexts
second language educators, the study demonstrated that (classroom, school, conferences, meetings, further study,
we need to rethink current simplistic views of teachers as etc.), encouraging teachers to become aware of and
learners and adopt a more complex understanding of this reflect on both their language use (Arnott & Vignola,
dual identity in terms of life-long professional learning forthcoming; Mandin 2010) as well as their professional
(Freeman & Johnson, 1998). A key finding of the study responsibilities expressed through the language they
showed non-francophone teachers facing a significant are learning and teaching and shaped by cultural and
dilemma in their professional settings: on the one pedagogical knowledge. By gaining an awareness of
hand they are required to engage in ongoing language the challenges involved in meeting their professional
development and, on the other, they are expected to responsibilities and competencies as outlined in the
demonstrate (to colleagues, students, parents, and portfolio, teachers are encouraged to use the portfolio
administrators) native language proficiency, a standard to develop a focused plan of action that includes
that ideologically precludes any kind of continued relevant, concrete strategies. This iterative process of
language learning (Wernicke, 2017). Many of these FSL documentation and reflection, as well as regular prompts
teachers drew on a variety of resources and strategies for follow-up, are designed to ensure manageable action
to demonstrate their proficiency as French speakers. goals that can be accomplished on an ongoing basis.
The most successful of these involved embracing an
alternative, plurilingual identity as FSL teacher which The overall purpose of the Professional Language
emphasizes professional expertise beyond native-speaker Portfolio is to foster a professional culture that values and
competency and provides a much more relevant, suitable supports continued learning as an integral component of
model for the linguistically diverse students in our FSL second language teachers’ professional engagement. In
classrooms. this sense, the portfolio is meant to accompany language
educators during every stage of their professional lives,
Given the high proportion of FSL teachers who use as second language learners with an interest in teaching,
French as an additional language in BC (approximately through teacher education, and into a career as second
2 out of 3) (Lapkin, MacFarlane, & Vandergrift, 2006) language educators.
and the increasing number of French immersion
graduates entering the profession, the study provided The portfolio project thus constitutes a platform for
a critical impetus to develop professional development FSL teachers to benefit from and engage with ongoing
opportunities and tools that take into account FSL professional development in BC, including established
teachers’ existing professional identity while focusing degree and certificate programs as well as short-term
State of FSL Education in Canada 2018 | Canadian Parents for French | 13language immersion initiatives. Current Master of
Education programs delivered in French attend to issues Compounding the issue of FSL teacher flight are
in second language education, including diverse learning the unequal working conditions of French teachers
contexts (e.g., Simon Fraser University), additional that have been well documented over the last four
language methodologies, and more recently intercultural decades (Arnott et al., 2015; French & Collins, 2014;
learning and Indigenous perspectives (e.g., University Karsenti et al., 2008; Lapkin, 1993; Lapkin et al., 2009;
of British Columbia). Professional certification in FSL Salvatori & MacFarlane, 2009; Stern, 1982; Stern et
programming further provides pre- and in-service French al., 1976). National and provincial studies report
immersion teachers with an opportunity to update their persistent deficiencies in FSL programs: inadequate
teaching and French language fluency (e.g., University space allocated to teachers, meager resources, under-
of Victoria). Alongside these credit programs, short- appreciation of French in schools and/or surrounding
term weekend activities and summer institutes attend communities, and insufficient funding and support
specifically to FSL teachers’ language development with for professional development (Arnott et al., 2015;
a focus on improving oral proficiency for both generalist Carr, 2007; Lapkin, MacFarlane, & Vandergrift, 2006;
and immersion French teachers. At present, language Lapkin, Mady, & Arnott, 2006; Lapkin, Mady, & Arnott,
support is needed, especially at the B1 level, to help 2009; Mollica, Philips, & Smith, 2005). In a report
emerging French immersion teachers attain the required titled, Why are new French immersion and French as
language expertise to respond to the high demand in a second language teachers leaving the profession?
French immersion programming (French Education (Karsenti et al., 2008), the authors report five factors
Stakeholders Advisory Committee, 2016). that contribute to French teacher dissatisfaction:
poor working conditions (i.e., excessive workload, lack
Given FSL teachers’ hesitancy at times to attend French of time), lack of instructional materials, difficulty in
language professional development (Wernicke, 2017), forming relationships (i.e., with administrative staff
weekend immersive events can encourage teachers or mentors), fear of failure and being judged, lack
to pursue more extended language and professional of trust, difficulty with classroom management, and
learning experiences during summer institutes or week- poor initial training.
long courses. The federal government’s renewed five-year
Action Plan for Official Languages with increased funding To address FSL teacher shortages, it is important to
for French language minority and second language consider that sustained teacher dissatisfaction over
education (Canadian Heritage, 2018) represents an time can erode French teachers’ professional well-
important piece in maintaining ongoing development being, creating stressful working conditions that
of relevant professional programs for FSL teachers contribute to FSL teacher flight. Potential remedies
and teacher candidates. Another crucial element that might include co-creating more pedagogical resources
must accompany these initiatives in programing and targeted to FSL teachers’ contexts, rethinking the
implementation is research in the form of program approach to professional learning so FSL teachers’
evaluations and in-depth inquiry into how teachers may voice their immediate concerns, and increasing
experience professional learning – including challenges, administrative and cross-school collaboration to
ideological constraints, and the affordances it provides. address those concerns.
References available on CPF National’s website at cpf.ca This column has been adapted from research
published in Masson, M. (2018), A critical re-imagining
of French-language teacher learning and professional
identities. Unpublished doctoral thesis. University of
Toronto, ON.
References available on CPF National’s website at
cpf.ca.TOWARDS A COMMON FRAMEWORK OF
REFERENCE FOR LANGUAGE TEACHER
COMPETENCE: SUPPORTING LANGUAGE
TEACHERS
By Joseph Dicks
As someone directly involved in pre-service and in-service European Framework (CEFR) for Language Teaching
teacher second language teacher education, I recognize Competence” has as its ultimate goal to assist teachers
the importance and the complexity of describing and in a variety of language teaching contexts to become
developing language teacher competence. In order familiar with various elements of competence, to be
to plan and deliver education courses and professional aware of their own particular strengths, to set goals for
learning sessions that are meaningful and effective, improvement, and to take pathways provided to enhance
it is essential to have a comprehensive grasp of what their teaching competence.
language teacher competence involves. According to
Jack Richards (2010), there are ten “core dimensions With the support of the Department of Canadian
of skill and expertise in language teaching: language Heritage, I was the Canadian partner on this important
proficiency, content knowledge, teaching skills, ECML project; I had the opportunity to witness first-hand
contextual knowledge, language teacher identity, how the project evolved and to interact directly with the
learner-focussed teaching, specialized cognitive skills, project team and with experienced teacher educators who
were excited about the project and provided valuable
feedback from a user’s perspective. I will now outline the
The website and its main features of the project and some implications for
use in the Canadian context.
resources promise As the title indicates, this project explores the feasibility
of a common framework of reference for language
teachers working in a variety of contexts. In doing so,
to be particularly the project team has identified, verified and categorized
a large number of frameworks and other resources that
valuable for those
describe various facets of language teacher competence.
These resources will be available on the project website
and will be searchable according to teaching level (e.g.,
involved in FSL. primary, secondary, higher education), by program/
context (e.g., bilingual education, language of schooling,
second/additional language teaching), and by focus (e.g.,
language and cultural competence, individual learner’s
theorizing from practice, joining a community of practice,
needs). While the project targets European language
and professionalism.” Richards goes on to unpack
teachers, there are clear applications for the teaching
each of these constructs in relation to competence and
of French as a second language in the Canadian context
performance of language teachers. It is beyond the scope
including core French, intensive French, and French
of this brief article to examine each of these elements;
immersion.
however, it is important to keep in mind that language
competence is multifaceted and extremely complex. The website and its resources promise to be particularly
Language teaching occurs in a wide range of contexts valuable for those involved in FSL pre-service and in-
ranging from the teaching of a second language as a service teacher education in Canada. Those designing
subject (e.g., teaching French in core French programs) to and delivering courses in teacher education programs
the teaching of complex subject matter content, either and facilitating professional learning sessions for teachers
in immersion programs or as the language of schooling will have access to a thoroughly researched and carefully
to newcomers. In our increasingly plurilingual world, structured set of tools that describe various dimensions
language teaching and learning are becoming more of language teaching competence, including language
important than ever. competence and pedagogical competence. FSL teachers
themselves, working in a wide range of contexts and at
The European Centre for Modern Languages (ECML)
different levels, will also be able to directly access these
recognizes this reality of language teaching and also
resources, reflect upon their competence, and set goals
understands that language teacher competence is critical
for professional growth.
to learner success. The ECML project “Toward a Common
State of FSL Education in Canada 2018 | Canadian Parents for French | 15You can also read
