French Second Language Research Articles

“What le phoque?!”

This study explores the information behaviour of staff working in postsecondary education who write work emails in second-language French (L2). The article is inspired by existing research in public administration and translation. An exploratory study is conducted through the use of semi-structured interviews. Three participants (n=3), bilingual in English and French, shared their experiences preparing work emails in French and discussed their consultation of internal, online, and social information resources. The findings highlight several themes: linguistic identity, reliance on prior L2 knowledge, use of online tools like DeepL and WordReference, and consultation with Francophone colleagues for complex questions. These themes help to shape a proposed framework based on Byström and Järvelin's (1995) model, elaborating a process of information seeking according to perceived task complexity. The model also invokes Zipf’s Principle of Least Effort, demonstrating participants' interest in minimizing time and effort in consulting information resources, while prioritizing accurate email content. Overall, the study illuminates how individuals in postsecondary roles navigate writing work emails in a learned language, outlining their information behaviour and the relationship between internal and external information resources.

Novice teachers’ perspectives on the use of languages in French as a second language classes that include English language learners: A longitudinal view

In the Canadian context, although most considerations of the home-target language use divide are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants has provided impetus to extend the discussion to include the use of languages beyond Canada’s official languages. With the use of questionnaires with novice teachers pre and post Bachelor of Education programs and interviews for three years hence, this study sought to explore novice teachers’ perspectives on the use of languages in the FSL classes that include English language learners (ELL). Novice teachers remained consistent in identifying the need to maximize French use, minimize English use, and include languages from students’ language repertoires as useful means to support the FSL acquisition of ELLs. In addition, the novice teacher participants revealed a preference for ELLs to be included in core French as opposed to immersion programming.

Elitist, Inequitable and Exclusionary Practices: A Problem within Ontario French Immersion Programs? A Literature Review

The 2013 Ontario French Second Language (FSL) Curriculum emphasizes inclusivity and bilingualism; however, many students are recommended to opt out of French Immersion (FI). The opting-out of students may support the strengthening of the program by establishing a reputation of success, but how does it affect the withdrawn child? Are FSL programs using best practices to support all learners equitably, or catering to the elite students as a result of misconceptions, lack of resources and professional training? To address these questions, an exploratory and focused literature review of Canadian publications, Ministry of Education documentations and global articles on the topic of bilingualism was conducted, focusing on the works of Genesee (2007) and Baker (2006) on natural language acquisition, Arnett and Mady (2017) on teachers’ and parents’ perspectives, and Gour (2015) and Wise (2012) who report on misconceptions regarding second language education. Emerging trends indicate that elitist practices and unequal access to FSL programs remain a prominent issue in Ontario classrooms. With the understanding that students with learning disabilities (LDs) can succeed in the FI program, removing these learners may in turn, be a disservice to their overall learning. Findings presented in this paper support the need to examine how learners’ abilities are being perceived by educational professionals to provide the necessary tools and supports for success, appropriate training to mitigate misconceptions, as well as retain a reputation for success in FSL programs through equitable means. Acknowledging such discrepancies between what serves as best teaching practice and making it possible in the classroom is necessary to reduce excuses of unpreparedness to meet students’ diverse needs and initiate reflection and training programs that prepare teachers to teach inclusively to all.

Le groupe de discussion et le suivi des pairs : un outil pour transposer le CECR à la classe de langue seconde

The Common European Framework of Reference for Languages (CEFR) proposes a theoretical framework for teachers of second and foreign languages; however, questions remain about how to concretely apply the theoretical principles and concepts of the CEFR. This article highlights a pedagogical tool, le groupe de discussion and le suivi des pairs (GDSP), incorporating Ellis’ Task-based language teaching and Bronckart’s Socio-Discursive Interactionism to put into practice the CEFR’s vision of language teaching. In this article, we illustrate the use of the GDSP in the context of a beginner-intermediate French second language (FSL) course (level A1-A2 of the CEFR). Our pedagogical tool allows for the realization of the concepts of task, the learner as social agents and interaction as outlined in the CEFR, all the while integrating oral and written, production and comprehension activities.

Core or Immersion? Canadian French-Second-Language Teacher Candidates’ Perceptions and Experiences of the Best and Worst Program Options for Students with Learning Difficulties and for English Language Learners

Responding to the needs of and/or including students with different need profiles has been an area of focus within Canadian French Second Language (FSL) education for many years. This study draws on quantitative data from two questionnaires (administered before and after Canadian teacher candidates in FSL education completed their practica) and on qualitative interview data from a volunteer sample of questionnaire participants. The purpose of the study was to explore how these participants viewed the best and worst FSL program options, among four choices, for students who had learning difficulties or who were English language learners, and to see the extent to which these views could be linked to their practicum experience. Though some participants did mention less common programs, most participants restricted their responses to the traditional FSL program dichotomy of core French and French immersion. We noted differences in the participants’ views according to the program of their student teaching practicum and according to the learning need under consideration. Implications for FSL teacher education and FSL education are discussed. In particular, we recommend providing research information to teacher candidates at the Bachelor of Education level in order to encourage teacher candidates to consider evidence as they move toward greater inclusion in FSL; given that these future teachers will need to support varying student needs in their career, this information should be included in their preparation.

French second-language teacher candidates’ positions towards Allophone students and implications for inclusion

ABSTRACTIn Canada, there is a rising population of K-12 students who speak neither French nor English at home, and who are sometimes expected to learn both of the country’s official languages in school. Applying the lenses of critical theory and positioning theory, this study uses questionnaire and interview data to frame considerations to explore how teacher candidates in French second-language (FSL) teacher education programmes across Canada position these Allophone students and their learning needs over the course of their year in teacher education. Findings showed mostly positive attitudes towards the students, and in some cases, apparent small changes in their perceptions of Allophone students in FSL classes but also revealed some uncertainty about the extent to which these positive positions led to recognition of the unique learning needs of this student population. Such findings raise questions about the potential for true inclusion of these students within the learning environment.

The DELF in Canada: Perceptions of Students, Teachers, and Parents

Abstract: The Diplôme d’études de langue française (DELF) has recently gained attention in Canada for its potential as a national French second language (FSL) proficiency test. This article explores the perceptions of students, teachers, and parents in various school jurisdictions across Canada on a range of issues related to the DELF test and diploma. Participants completed online questionnaires. Findings showed that a high percentage of all respondent groups deemed the DELF to be a fair and appropriate measure of FSL proficiency and would recommend the test to others. This result suggests that the DELF shows promise as an appropriate measure of FSL proficiency; however, some factors will need attention before the DELF can fully realize that potential. The article concludes with implications of the findings for FSL proficiency testing in Canada and suggestions for further research.

EDUPORTFOLIO: A TOOL FOR SECOND LANGUAGE TEACHERS

Originally used in artistic circles, the portfolio has gained considerable ground in the education field, where it serves a multitude of functions, both academic and professional. It is also a rapidly evolving tool, notably due to advances in Web 2.0 technology that have opened the way to new pedagogical potentials. The portfolio is also prominent in second-language teaching and learning programs, as witnessed by the European Language Portfolio (ELP), which was developed and piloted by the Council of Europe and is used as a support tool in line with the ISSN 1518-3483 Licenciado sob uma Licença Creative Commons Rev. Diálogo Educ., Curitiba, v. 10, n. 31, p. 581-592, set./dez. 2010 582 KARSENTI, T.; COLLIN, S. Rev. Diálogo Educ., Curitiba, v. 10, n. 31, p. 581-592, set./dez. 2010 Common European Framework of Reference for Languages (CEFR). In this context, we present Eduportfolio, a flexible electronic portfolio that can be adapted to a variety of educational contexts, including second language (L2) education. We draw a portrait of the portfolio in education, including the advantages of the electronic version. We then present Eduportfolio along with some empirical results to illustrate eportfolio use in French second language (FSL) teaching and learning.

Using Drama for Learning to Foster Positive Attitudes and Increase Motivation: Global Simulation in French Second Language Classes

Drama has been effectively used in many learning contexts including English as a second language classes. However, it has received less attention in foreign/second contexts. This article explores how drama for learning can impact upon the relationships among attitudes, motivation and learning in French second language (FSL) classrooms. The authors describe a second language research project done in grade 9 and 10 classrooms based on the principles of drama for learning including play and make believe, learning in context, and ownership of learning. Global simulation, the particular form of drama for learning used in the project, involves a voyage of discovery undertaken by a group involving a final destination and an itinerary. During this second language journey, students act, react and interact to create meaningful individual and group experiences and incorporate cooperative learning principles. The approach also allows the facilitators to draw on Gardner’s multiple intelligence theory in order to structure activities that maximize students’ individual strengths. The research project included development and piloting of the global simulation module, assessment of the pilot as well as assessment of implications for its future use. Data gathered for assessment included student questionnaires and teacher interviews. Results of the project indicated that there were improvements in the learning environments, including an increased level of motivation on the part of the learners involved. The teachers also expressed a high degree of satisfaction with the approach, especially because of their involvement in the development and implementation of the material from the beginning, which appeared to give them a sense of ownership and empowered them in their professional growth. Students also appeared to become more active and engaged in their learning as a result of a sense of ownership over their drama productions. In general, the results suggest that drama for learning and specifically global simulation are viable approaches for grade 9 and 10 FSL classes. This research lays the groundwork and provides direction and concrete resource materials for those who would like to experiment with global simulation in enhancing motivation among students in second language classrooms.

The Link Between Academic Success and L2 Proficiency in the Context of Two Professional Programs

This article reports on two studies conducted at the same university, one investigating the link between ESL scores on an advanced ESL test and the grade point average (GPA) obtained over two semesters and the other investigating the link between French second language (FSL) scores on an advanced L2 test and both the number of courses failed and the first semester GPA. Graham's (1987) review of the literature pointed out the problems associated with research that attempts to delineate the relationship between language proficiency and academic performance, including the nature of the measures used to define L2 proficiency; the definition of academic success, especially when the GPA reported may be based on unequal numbers of courses or on dissimilar courses; and the possible influence of other variables in determining academic success. Language proficiency in our two studies consisted of measures of listening (FSL only), reading comprehension, and writing ability based on communicative principles previously validated in other work. The participants in the ESL study were 34 overseas Chinese students who had all participated in a pre-study English for Academic Purposes (EAP) program and were subsequently enrolled in a Master of Business Administration (MBA) program, where they were tracked for 18 months. Those in the French study were Canadian L1 and L2 French speakers (N = 100, N = 36) enrolled in a three-year program in civil law. In both programs, all students took the same courses. In the ESL study, other data were obtained from interviews with professors and students, a questionnaire on reading practices, and final exam marks. In the FSL study, comparisons were made between L1 and L2 profiles on the measures outlined above and the students' incoming college grades. From these data it has been possible to provide more complete answers regarding the relationship of language proficiency to academic success than was possible in much previous work.

The Link Between Academic Success and L2 Proficiency in the Context of Two Professional Programs

This article reports on two studies conducted at the same university, one investigating the link between ESL scores on an advanced ESL test and the grade point average (GPA) obtained over two semesters and the other investigating the link between French second language (FSL) scores on an advanced L2 test and both the number of courses failed and the first semester GPA. Graham's (1987) review of the literature pointed out the problems associated with research that attempts to delineate the relationship between language proficiency and academic performance, including the nature of the measures used to define L2 proficiency; the definition of academic success, especially when the GPA reported may be based on unequal numbers of courses or on dissimilar courses; and the possible influence of other variables in determining academic success. Language proficiency in our two studies consisted of measures of listening (FSL only), reading comprehension, and writing ability based on communicative principles previously validated in other work. The participants in the ESL study were 34 overseas Chinese students who had all participated in a pre-study English for Academic Purposes (EAP) program and were subsequently enrolled in a Master of Business Administration (MBA) program, where they were tracked for 18 months. Those in the French study were Canadian L1 and L2 French speakers (N = 100, N = 36) enrolled in a three-year program in civil law. In both programs, all students took the same courses. In the ESL study, other data were obtained from interviews with professors and students, a questionnaire on reading practices, and final exam marks. In the FSL study, comparisons were made between L1 and L2 profiles on the measures outlined above and the students' incoming college grades. From these data it has been possible to provide more complete answers regarding the relationship of language proficiency to academic success than was possible in much previous work.

Multidimensional Project‐Based Teaching in French Second Language (FSL): A Process‐Product Case Study

The study describes the pedagogical approaches of 4 Grade 9 core French teachers and compares students' results on tests of general French proficiency and achievement tests, based on the objectives of a multidimensional project‐based instructional unit used by all 4 teachers during the time I observed them. The observation data suggest that the 4 teacher participants were implementing this new multidimensional project‐based approach in very different ways in their core French classes. Two teachers were classified as multidimensional project‐based and 2 as less‐multidimensional. Students from the multidimensional project‐based classes obtained higher test scores than those in the less‐multidimensional classes on some components of the French proficiency and achievement tests. It was not possible to conclude with certainty that project‐based multidimensional teaching was the single cause of superior test performance by the students from the multidimensional project‐based classes. Student involvement in curriculum decisions, a dual form‐meaning focus, and teachers' uses of French are discussed as possible confounding factors.

The effect of modality on a grammaticality judgement task

Typical experiments investigating the accessibility and/or role of principles of Universal Grammar (UG) in adult second language acquisition (SLA) use a written grammaticality judgement (GJ) task to infer knowledge of principles of UG. This investigation examined whether subjects would judge sentences differently in the aural modality from the visual. It was hypothesized that subjects in the aural condition would be less accurate and slower at judging sentences than subjects in the visual condition. Four language groups were tested: ESL (English second language), FSL (French second language), L1.E (English first language) and L1.F (French first language). Subjects were assigned to either an aural or a visual condition. The target sentences presented to the subjects were declarative sentences involving embedded questions, as well as ungrammatical wh-questions which violated Subjacency. The presentation times for all sentences were matched across conditions. Accuracy and reaction time to grammaticality judgement were measured. The hypothesis that subjects would be slower and less accurate in the aural condition than the visual one was supported. Furthermore, subjects were less accurate and slower to judge violations of Subjacency than other sentences, in both modalities. The detrimental effects of the auditory task on judgements were most pronounced for the L2 learners. These results are discussed in the context of the informativeness and validity of outcomes derived from GJ tasks, and the ways in which they are presented.

French Second Language Teacher Education and Continuing Professional Development in Canada: The Roles of Smaller Universities and Related Institutions

L'A. examine le besoin d'enseignants pour le francais L 2 (education de base et immersion linguistique), la rationalisation des programmes, la preparation du personnel de l'enseignement, et le financement des etablissements d'enseignement post-secondaire de la region d'Alberta responsables de la formation initiale et du perfectionnement des professeurs de francais