Over 11% of Canadian students are currently enrolled in French immersion (FI) – a program where French is a subject of study and is the language of instruction in at least two content areas. Research shows that stakeholders in FI initial teacher education (ITE) programs identify French language proficiency development as an area of high priority; however, Canadian ITE programs do not typically provide linguistic support. This article reports on an adaptation and implementation of the Common European Framework of Reference (CEFR) (specifically, the European Language Portfolio [ELP]) as part of a remedial 24-week French writing course in an FSL ITE program focused on developing French proficiency. Student-teachers (n = 25) and the course instructor identified strengths and challenges associated with this initiative via surveys and interviews. Findings show participant convergence and divergence on the portfolio experience, raising implications for decision-making related to its use in ITE programs targeting FI teachers.

This mixed-method study examines the proficiency in and perceptions of French language learning of Grade 8 students who were exposed to an instructional approach called the Accelerative Integrated Method (AIM). Six AIM classes (n ¼ 125) and six non-AIM classes (n ¼ 135) were observed and their students tested using a four-skills French as a second language (FSL) test package (Harley, Lapkin, Scane, Hart, & Trépanier, 1988). A larger sample of students (N ¼ 439) initially completed a questionnaire about their attitudes towards French, and a sub-sample (n ¼ 94) also participated in a semi-structured interview exploring their perceptions of their French proficiency and learning experiences. Analysis of the FSL test package and questionnaire results revealed no significant differences in French proficiency or attitude towards French between the AIM and non-AIM groups. Interviews offered explanations for observed student and teacher practices, providing insight into student perceptions of their French skill development and the pedagogical method they had experienced. The implications for core French pedagogy and future research are discussed.

This research synthesis aims to investigate the broader trends in K-12 French as a second language (FSL) published research from 2000-2017 (inclusive). We assembled a database of 181 peer-reviewed articles relating to FSL education to examine what we already know about specific issues. We used Nvivo 11 (Pro) to facilitate coding the articles for key words and findings (among other codes). Four prevalent research topics emerged in terms of frequency of occurrence: literacy, French language form, French language instruction, and student background. In this article, after exploring each issue by synthesizing main findings, we summarize what we know and what remains to be discovered about each topic. We conclude by suggesting relevant directions for future research, such as focusing on programs other than French immersion and working with First Nations, Métis, and Inuit communities to better understand FSL learning in these contexts.

Increasingly, Canadian educators are being told that literacy development can occur across subject areas of the curriculum. Few studies have focused on whether this applies to core French as a second language (CF). This article reports on a mixed method case study investigating the literacy teaching practices and accompanying influential factors of one Ontario primary core French teacher whose activities, strategies and perspectives demonstrate the potential for CF instruction to echo literacy principles taught in homeroom English (L1) classrooms, and for both languages to benefit. Context-specific factors that can encourage and/or hinder literacy teaching in the CF context will also be discussed.

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