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.

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This study documents the experiences of anglophone French as a second language (FSL) teacher candidates during their pre-service program. The authors describe how this group of non-native FSL teacher candidates felt about the adequacy of their FSL skills, their need for some level of second language (L2) support, and the maintenance of their L2 skills during their teaching careers. Participants represented three teaching divisions (elementary through secondary school), interviewed separately in focus groups. Most students felt that their L2 skills were adequate. In all cases, students expressed a need for some form of FSL support; although they felt responsible for maintaining their L2 themselves, they recognized the need for some level of organizational support. Results are similar to those of studies of non-native ESL teachers and raise many issues that should be addressed in a wider forum to ensure the continuation and improvement of quality FSL education.

Candidates applying to the FSL teaching option at the Faculty of Education, University of Ottawa have to take tests of both their oral and written French skills as part of the entrance requirements, resulting in a low pass rate. This study examines the background factors which may be related to the development of their French proficiency in order to try to determine what makes a candidate successful on the test. Of the 63 candidates who participated, an almost equal number were successful (N = 33) and unsuccessful (N = 30), making it possible to do a variety of analyses regarding any differences in background factors between the two groups. Several factors were uncovered which appear to influence performance. The implications of the findings are discussed as well as the broader issues of what constitutes a valid French proficiency level for teachers and how to ensure that future candidates can meet that level.

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