Abstract
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, Metis, and Inuit communities to better understand FSL learning in these contexts.
Highlights
In 2015, the Canadian Standing Senate Committee on Official Languages conducted a study on best practices for language policies and second language (L2) learning in Canada
We were able to retain a total of 181 studies pertaining to the Canadian Kindergarten to Grade 12 (K-12) French as a second language (FSL) context to provide an overall snapshot of the content and quality of research conducted in the field
In accordance with the objective of a research synthesis (Norris & Ortega, 2006), the remainder of this article aims to summarize “what we know” about K12 FSL education based on the findings presented above, and explore what we do not know about these and other related issues, including some speculation as to why such gaps may persist
Summary
In 2015, the Canadian Standing Senate Committee on Official Languages conducted a study on best practices for language policies and second language (L2) learning in Canada. Since the turn of the century, numerous research articles and reports focusing on different aspects of Kindergarten to Grade 12 (K-12) FSL programming in Canada have synthesized findings from existing studies (e.g., Carr, 2009; Genesee, 2007; Lapkin, MacFarlane, & Vandergrift, 2006; Lapkin, Mady, & Arnott, 2009; Lazaruk, 2007; Mady, 2007). While these analyses represent rich examinations of relevant topics, a comprehensive investigation of the broader trends in K-12 FSL published research has yet to be undertaken. M. Cooper, Patall, & Lindsay, 2013; L. Cooper & Hedges, 2009; Norris & Ortega, 2006), conducting a research synthesis enables stakeholders to examine what is already known about a specific issue, to ascertain how it has been addressed methodologically, and to determine where we need to go with our research
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