Abstracts
Abstract
Institutions strive to offer programs that address both the needs of the educational system and incorporate current pedagogical research. Creating a program that is relevant, inspiring, and accessible to aspiring French as a Second Language (FSL) teachers, while also equipping them with the skills and knowledge deemed necessary by the education system, is a delicate balancing act. This study reviewed 44 FSL teacher education programs that lead to professional certification across Canada. Environmental scans drew information from the program websites related to admission requirements, program structure and content, practicum, and graduation criteria. Follow-up interviews with program stakeholders were conducted to verify or clarify the data. The results highlight the inconsistencies that exist among programs for developing FSL educators. We position the ways in which Canadian faculties of education might provide a more holistic “pathway” approach to recruiting, preparing, and retaining emerging FSL teachers.
Keywords:
- French as a Second Language,
- Admission,
- Teacher Education,
- Language Proficiency
Résumé
Les établissements qui préparent les futurs enseignants de français langue seconde (FLS) s’efforcent d’offrir des programmes qui répondent à la fois aux besoins du système éducatif et qui intègrent les recherches pédagogiques actuelles. Créer un programme à la fois pertinent, inspirant et accessible aux futurs enseignants de FLS, tout en les dotant des compétences et des connaissances jugées nécessaires par le système scolaire, est un exercice d’équilibre délicat. Cette étude a examiné 44 programmes de formation des enseignants de FLS qui mènent à la certification professionnelle au Canada. Des analyses de l’environnement ont permis de tirer des informations des sites Web des programmes concernant les conditions d’admission, la structure et le contenu du programme, les stages et les critères d’obtention du diplôme. Des entrevues de suivi avec des intervenants des programmes ont été menées pour vérifier ou clarifier les données. Les résultats mettent en évidence les incohérences qui existent entre les programmes de formation des futurs enseignants de FLS. Nous proposons des moyens par lesquels les facultés d’éducation canadiennes pourraient offrir une approche plus holistique de « parcours » pour recruter, préparer et retenir les nouveaux enseignants de FLS.
Mots-clés :
- français langue seconde,
- admission,
- programmes de formation,
- compétence linguistique,
- formation des enseignant
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