Offering professional development in French for French as a second language teachers: An opportunity to support their language proficiency and confidence
Abstract
Discourse around the critical need for French as a second language (FSL) teachers in Canada is widespread, with researchers suggesting that language proficiency and confidence are influential factors. This mixed-methods study reports on the findings from a 4-day professional development session for FSL teachers in Ontario, Canada. Quantitative data from this mixed-methods study revealed that experienced FSL teachers feel confident to carry out educational tasks, use the French language, and make space to improve their French language skills. At the same time, findings indicated a decrease in confidence around creating and using authentic French material with their students. The qualitative data from semi-structured interviews pinpointed the need for more professional development in French to give space to FSL teachers to use French and to collaborate with colleagues.