Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis

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, Métis, and Inuit communities to better understand FSL learning in these contexts.

Culture, Confidence, and Crêpes Sucrées: Exploring Teacher Candidate Perceptions of Francophone Homestay Community Leadership Experiences

“…to second language learning… No educational program has been so intensively researched and evaluated in Canada as has French immersion. (p. 2) Notwithstanding its popularity (see also Arnott et al, 2019), one of the main difficulties in all FSL programming, including French Immersion, is generating an adequate supply of qualified FSL teachers to meet the growing program demand. Cho (2019) describes Ontario's FSL teacher dilemma as follows:…”

“French Teachers Can Figure It Out”: Understanding French as a Second Language (FSL) Teachers’ Work in the Context of the COVID-19 Pandemic

“…Craig was explicit that "I just hated the whole process of going online." For FSL teachers, the psychic rewards of teaching are mitigated by chronic issues in the profession (Arnott et al, 2019;Masson, 2018), many of which are echoed in the findings from this study.…”

“…Yet, for some teachers (including those teaching FSL), issues of professional capital are not new to the pandemic context. Indeed, the chronic marginalization and diminished capital in FSL education has been documented in the research literature for decades (see Arnott et al, 2019;Office of the Commissioner of Official Languages, 2014). These teachers may struggle to collaborate with other professionals (Knouzi & Mady, 2014), have limited opportunities for meaningful professional learning (Masson, 2018), and report feelings of isolation, exclusion, and disenfranchisement in their work (Masson et al, 2021).…”

Giving Voice to Our Core French Students: Implications for Attrition and the Discourse on the Benefits of Learning FSL in Ontario

“…However, while student perspectives have been investigated in other Canadian FSL programs (e.g., Carr, 2009;Germain & Netten, 2004;Mady, 2015;Mady, Arnett & Arnott, 2018;Makropoulos, 2010aMakropoulos, , 2010b, research focusing on the CF student experience remains relatively scarce. Since 2000, only 23% of Canadian FSL research investigating students in the Kindergarten to Grade 12 context has focused on CF learners (Arnott, Masson & Lapkin, 2019). This lack of empirical interest in CF, coupled with high attrition rates, make it clear that the pivotal transition point when CF study is no longer mandatory requires more thorough research.…”