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French language curriculum and its impact on the FSL education experience of elementary

school students in Ontario’s Core French program

Rachel Hsieh

Ontario Institute for Studies in Education (OISE), University of Toronto

CTL7015: Educational Research 2

Dr. David Hayes

February 6, 2022
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French language curriculum and its impact on the FSL education experience of elementary

school students in Ontario’s Core French program

As Canada has English and French as its official languages, students are required to learn

French as a second language (FSL). Ways to effectively teach French to a diverse set of

multilingual elementary students in Ontario schools have been continuously debated since the

requirement inception. Questions frequently arise regarding issues of disinterest and lack of

sustainability in language learning and its receptivity to students, parents, teachers, and other

educational stakeholders (Courtney, 2017). Uniquely and historically documented as “Franco-

Ontarian education” (Berger & Heller, 2001; Haché, 2001), the efforts to preserve and continue

steady integration of French culture into generations of students is truly a « projet de société »

(translated to a society project); “a collective attempt to build a francophone society in a world

dominated by anglophones and by English” (Berger & Heller, 2001, p. 132). Currently, an

increasing number of students are entering classrooms with no understanding of French in grade

1 (French Immersion) and 4 (Core or Extended French), and by grade 8 demonstrate a wide

range of proficiencies. Thus, the aim of this study is to identify obstacles that contribute to

Ontario’s elementary students’ decreased interest and diminished desire to learn French as a

second language.

Specifically, I query how Ontario’s Core French teachers facilitate elementary junior /

intermediate (J/I) students’ development of a life-long interest in French education. To undertake

this, I will explore teachers’ perceptions of French language learning, the barriers that their

students encounter, and strategies that support motivation for French education in Ontario’s Core

program.
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Literature Review

Scholarly literature on the development of French curriculum, teaching pedagogy,

resources, and other related factors provides insight on language learning efficacy. Research has

shown that as elementary school students progress into higher grades, the prevalent enjoyment in

French classrooms dissipates as their learning goals become increasingly at odds with school

instruction (Courtney, 2017; Dahm, 2017; Dressler, 2018). Grim (2010) states that L2 (second

language) teachers hope that students are inspired to learn an L2 later on in their schooling, yet

according to DeGraff (2019), there continues to be an increase in student passivity in French

class alongside a decrease in learner motivation. The research outlined below presents an outlook

of language teaching that is multi-layered and difficult to attain while creating an optimal

learning experience for students.

Teachers’ Perspective in Core French

In the Core French program, an overwhelming majority of students receive French

instruction while living in English-speaking environments, leading to few opportunities to speak

French outside the classroom (Childs & Dénommé, 2008). There is an overall belief that learning

languages is less important than other curriculum subjects, exposing the lack of relevance to

students’ interests and their academic strengths (Gunning et al., 2016). In many elementary

schools, teachers are expected to be adaptable to the rapid learning curves of young students and

break barriers of isolated teaching (Gunning et al., 2016), which raises questions regarding how

this can be done for, with, and by their learners.

Barriers to French Language Learning

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Despite the promotion of learning languages for cognitive development, job

opportunities, and cultural knowledge, many theoretical and social implications shape English

and French learning as separate streams of knowledge that exposes a gap in students’ attitudes to

language instruction (Gutiérrez, 2008; Lyster et al., 2009). One of these obstacles pertains to

pedagogical practices in education systems. Ontario’s 2013 FSL curriculum is generally

outdated, irrelevant, and unrelatable to students across the province. Additionally, points of

contention such as the dialect of French being taught or the time spent on each learning skill

differs widely between schools (DeGraff, 2019). Furthermore, concerns over accommodations

and inconsistency in French teaching can discourage effective learning habits and participation

from a young age (Collins & Muñoz, 2016). The desire and motivation towards French is

diminished as teaching becomes repetitively reliant on linguistic-verbal strategies, triggering

negative experiences such as foreign language classroom anxiety (FLCA) (Dolean, 2016).

Instead, strategies need to be taught so that students can accurately recognize relationships within

and between languages, maximizing French learning as an act of social education that promotes

inclusion rather than assimilation (Berger & Heller, 2001; Dahm, 2017).

Strategies to Support Students in French Education

Modern-day language classrooms attempt to adopt curricula that develops learners as

critical thinkers (Ben Maad, 2020; Ruiz de Zarobe & Coyle, 2015). By regulating learning,

making cross-linguistic connections, and discussing areas of growth, children utilize a more

holistic approach to track their progress in French (Ben Maad, 2020; McElvain & Smith, 2016).

In addition, dynamic learning styles such as teacher-instructed formats (Collins & Muñoz, 2016)

and group work (Dahm, 2017) can mobilize student ownership and early risk-taking in language
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learning, promoting resiliency and positive attitudes toward foreignness. A range of language

learning opportunities across and outside of the classroom such as service-learning (SL) (Grim,

2010) and French in STEM subjects (Davis-Wiley & Miller, 2013) can encourage students to see

French in a community context while improving the connections between elementary and

secondary school programming. Tools and resources in the classroom such as plurilingual /

multilingual books to enhance cultural literacy practices (Moore & Sabatier, 2014; Prasad, 2016)

and technology such as musical songs, online learning objects (LOs) in Canadian virtual

museums, videos, virtual panorama experiences, educational shows, and so on (Courtney, 2017;

Dolean, 2016; Paquin, 2013) all contribute to interactive and innovative learning.

In light of this research on various influences on French language learning, it is my intent

to investigate first-hand experiences that reflect dominant themes in effective FSL programming

in Ontario.

Methodology

Method of Research

To gather data on elementary school students in Ontario’s Core French program, I

conducted semi-structured interviews with junior / intermediate elementary teachers. This

research method allowed flexibility to explore issues being raised and elaborate on points of

interest that varied for each interviewee (Denscombe, 2014). Furthermore, teachers act as

“participant observers” in their classrooms and schools, providing “useful understandings that

outside researchers cannot possibly hope to obtain” (Falk & Blumenreich, 2015, p. 14), thus

helping me gain valuable insights that informed my conclusions in this research topic.

Participant Selection and Criteria

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Using purposeful sampling, I contacted two educators who not only met my participant

criteria listed below but have been actively working with other experienced teachers in the field.

These educators shared my interview invitation to other colleagues, thus using snowball

sampling for other participants to be contacted.

In terms of selection criteria, each participant must be certified by the Ontario College of

Teachers (OCT). As the results are situated in an Ontario context, the participants must be

familiar with the provincial standards and education system. Each participant must have taught

the Ontario FSL curriculum in Core French for at least five years since it is the basic entry-level

French programming that is most directly embedded in an English-dominated context.

Additionally, each participant must have a minimum of five years of total teaching experience as

I gathered first-hand stories of experiences, successes, failures, strategies, and resources that are

connected to the FSL curriculum’s timeframe of content implementation. Since Ontario’s Core

French program begins at grade 4 and ends at grade 8 in elementary school, participants must be

working within this student grade range. This criterion also fulfilled the need for data to come

from voices who are actively present in the classroom and maintain strong connections with

students. Lastly, each participant needs to identify as proficient in English and French. Although

the interviews were conducted in English, interviewees must have a foundational understanding

of French and competency of learning skills (reading, writing, listening, oral production) for

them to meaningfully reflect upon their teaching pedagogies.

The following three participants met the selection criteria stated above and were asked

the same data collection interview questions (see Appendix A). Jessica (OCT) is a current grade

4-8 Core French teacher at an elementary school in Southeastern Ontario. She is in her fifth year

of teaching Core French with a variety of experiences such as virtual teaching and providing
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resource support for French immersion classes. Annie (OCT) is a current grade 4-8 Core French

teacher at an elementary school in an urban GTA community. She is in her sixth year of teaching

Core French at the same school with her own classroom in her first two years but is now an « à la

carte » teacher (going from classroom to classroom). Melissa (OCT) is a current grade 4-8 Core

French teacher at an elementary school in Southeastern Ontario. She is in her twenty-first year of

teaching with a wide range of primary and junior grade and subject experiences, including

teaching in English.

Ethical Considerations

The interview consent forms (see Appendix B) were distributed, signed, and collected in

a timely manner from the participants. All interviews were done virtually over Zoom, which

adhered to the COVID-19 pandemic health and safety protocol. Additionally, all interviews were

conducted on a day and time that was convenient for both parties. All participants were adult

educators who expressed their voluntary participation with no known conflict of interest. All

participants had a right to withdraw from the interview process at any time. The privacy and

anonymity of interviewees were honoured through using pseudonyms and the absence of

identifying traits. All participants were aware that the interview was only audio-recorded with

evidence of accuracy and validity through sent transcripts. A thematic analysis was conducted to

identify key ideas and connections between the interview content.

Reflexive Positionality

I acknowledge my identity as a female Canadian-born Asian student who has been

progressively embedded into Westernized culture. I recognize that my own experiences of

learning French are biased and subjective based on the teachers I had, the resources that were
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used, the type of schools I went to, my position as a child then and an adult now, and other

factors that I was cognizant of during my data analysis. As a former student in the Core French

program and French studies through my secondary and post-secondary studies, my role as a

teacher-candidate at OISE/UofT continues to prompt my interest in effectively teaching FSL.

Research Findings

Teacher Perceptions & Adaptations to Ontario’s Core French Curriculum

Educators working in second language classrooms are tasked with presenting new forms

of communication within an English-dominated society. These Core French teachers navigate

through accomplishments and challenges when delivering French language content, exposing

outcomes of developed pedagogies in the classroom. Hence, the broad nature of Ontario’s FSL

curriculum prompts educators’ dynamic perspective on French language learning in Ontario’s

Core French program.

To begin, all three interview participants believed that the Core French program and

curriculum is rich in potential and possibilities yet yields varying degrees of support, benefits,

and disadvantages. For example, Jessica stated how the current French curriculum “suits (her)

teaching practice well”, yet also cautioned a favouritism towards a “French-only atmosphere”

alongside advice to not “follow the curriculum word for word”. Annie emulated similar

sentiments by saying, “Core French is the underdog program…(that) has the potential to

empower our students” while also describing colleagues’ comments on the curriculum being

“way too broad” with “no time to figure (it) out”. Melissa preferred the latest curriculum due to

“its flexibility because you can do whatever you want”, versus the old one where “there were a

lot of grammar points that you had to do”. Throughout these discussions, while there was strong
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recognition of positive student and teacher receptivity toward current French curricula, hard

work and effort is needed to use it effectively. An alignment of curriculum structure and teacher

values defines the multitude of learning avenues that can be taken with language learners,

revealing that teaching from the curriculum is not a linear process but rather a persistent journey

towards newer opportunities.

Additionally, Core French educators believed that French learning and teaching

continually shifts toward inquiry-based, technology-reliant, and online resources for effective

language attainment. Jessica classified teaching grade 7 Core French online to be “very

interesting” and that the pandemic stopped her school’s “French Café” which limited immersive

French learning. She also mentioned translation devices and the one-to-one technology her

students rely on that is “at their fingertips”. Annie had a similar experience with how “running

clubs is a bit trickier with classes” since “it's even harder when you're in breakout rooms, or in a

call”, however French activities inspired by Dragon’s Den, Master Chef, and Mystery Skype

operate as intrinsic motivation for learning. Melissa expressed that “it's important for all our kids

to be technology people”, resulting in device usage at “a very young age”. Consequently, French

curriculum goals are being fulfilled through balancing efficiency and quality of teaching material

through online mediums. In light of growing demands of digital literacy being essential for

everyday functionality, reliance and accessibility to technology is an inevitable proponent to

French learning that should be monitored without compromising the role and expertise of

teachers.

Overall, understanding Ontario’s FSL curriculum through qualified educators provides

well-supported insights and improvements that can bring about change for better student

learning. Reframing teaching methods in modern day contexts allows for technology advances to
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operate as bridges for more holistic French language learning. When educators’ experiences are

heard and valued, the formation of future teaching pedagogies are better customized to learner

needs while strengthening teacher autonomy.

Types of Barriers & Vital Motivators to French Language Learning

An integral part of Ontario’s K-8 education system includes being exposed to French

from a young age. However, accepting a foreign language can be difficult for learners due to a

lack of self-confidence and personal identification to French. Considering students’ best

intentions towards lifelong language attainment, counteracting barriers of equity, language

learning skills, socio-emotional struggles, and hierarchical systems of education through

leveraging family involvement and prioritizing French-friendly spaces leads to increased interest

and motivation in Francophone language learning.

The general consensus amongst the interviewees was that improvements in French

learning and teaching needed to occur at the macro, meso, and micro level. For example, Melissa

revealed the unequal distribution of technological devices across “inner city” schools in

“highfalutin neighbourhoods” as an issue of equity within virtual teaching. Jessica and Annie

spoke on the “feminization of elementary schools”, treatment as a “prep coverage teacher”, and

exclusion from “professional development being offered to all teachers” as issues of educator

positionality. On the classroom level, writing and oral production were the top two disliked

French learning skills for in-person and virtual contexts as stated by all three interviewees due to

an overemphasis on aural-based practices, perfectionistic expectations, and tedious work for

teachers. In addition, teaching practices and assessments that favour traditional linguistic-verbal

strategies excludes students with special needs or accommodations, perpetuating the stigma

around accessibility and inclusion. These gaps in support and surmounting challenges expose
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deeply rooted systemic patterns that deprive students from authentic language opportunities.

Such trends will only discourage French learning further, risking ignorance toward multicultural

worldviews and vulnerability to language loss not only for students, but teachers, school boards,

and other educational stakeholders.

Furthermore, my participants strongly agreed that families have a vital influence on

student interest and motivation with learning French informally in various spheres of society. For

example, Jessica described supportive families at home as a sustainable “investment on behalf of

the students” that drastically changes perceptions of French while Melissa stated that the worst

scenario would be a “family at home that are not interested in French”. Annie shared how

parents and guardians support French learning through asking for resources to use at home,

conducting language read alouds in class, and using French as they volunteer in school once a

week. As shown through their relationships to parents, educators acknowledge that the absence

of language advocacy from caregivers is detrimental to student growth and development in

French learning. French educators are unable to teach languages in isolation, thus maximizing

family partnerships allows languages to exist in students’ lives outside of schooling. Particularly

at the elementary level, the value of languages is most effectively conveyed, instilled, and

accepted through a mutually strong support system that remains reliable despite learning

challenges.

Moreover, established French learning spaces in English-dominated schools is essential

to help students determine the value they place on French language learning for themselves.

Jessica exposed the hardship that comes with collapsed or absent French classrooms, describing

how “French is seen as an afterthought” is the message that students subconsciously internalize

about their own second language education. Annie’s experience is particularly pertinent as an « à
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la carte » teacher; she embodied the notion of the classroom being “the third teacher” and how

using the walls to display student work while simultaneously creating an immersive French

environment that was separate from homeroom classrooms inevitably augments student success

and motivation. Melissa took this idea further with how French “supports all the learning the

students are doing in other classes”, operating as a pillar of support for the holistic educational

experience. As these comments indicate, the prioritization of Core French to exist within the

anglicized school culture is necessary to establish its merit alongside other mandatory courses in

English, foster growth with a language-friendly place, and allows students to acknowledge the

language more readily in the world around them.

Through the discussed narratives, the exploration of multilevel French learning barriers

reflects the implicit and explicit repercussions that impact student positionality in their language

experiences. Acknowledging the benefits of family presence has the potential to validate students

with continued learning of French beyond the Core program. The long-standing existence of

Ontario’s second language in classrooms would help students (re)discover purpose in its

attainment. Overall, when school and home communities provide adequate pedagogical and

personal supports for French learning students, they are better able to proactively respond to

language barriers whilst increasing their interest and motivation.

Personalized Approaches to Maximize French Education

The balance between teachers and students’ learning contributions determines the value

of content being taught, especially in the French language classroom with different languages

being the primary form of communication. Shifts in modern-day learning strategies have

favoured student-oriented approaches, challenging patterns of teacher-focused learning styles. As

a result, student-centered learning experiences, transferable language learning techniques, and

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diverse linguistic identities are used by educators to support their students in Ontario’s Core

French education system.

As all three educators from my interviews indicated, creating an intriguing, authentic, and

personal French language learning experience for their students at a young age is a primary

strength of the French program. For instance, Jessica mentioned shaping units of study to be

“representative of (the) students, their families, and their lived experiences” and teaching French

grammar that is “relevant to them and their lives”. Annie spoke on inviting students into

“experiences that focus on intercultural awareness and understanding”, which would “incite this

curiosity in them…with wonder and respect as opposed to fear”. Melissa stated her criteria for

effective French learning is to “make it fun and to try to do what students are interested in”.

Through their years of experience, Core French teachers leverage student voices and relevance to

learning in daily life to positively shape language attitudes. Often times, learners initially

approach French with openness, as Jessica described grade 4 students having a “level of

excitement (that) is unparalleled” as well as Annie who echoed that their “enthusiasm is so

beautiful”, indicating how student-driven pedagogies is the foundational denominator for second

language learning. Both teachers and students gain value from what they put in to learn French,

expanding possibilities for real-world application and language appreciation.

FSL teaching becomes a pathway to success through emphasizing the teaching of

language strategies over content and to do so meaningfully for student application beyond Core

French. All three of my participants listed strategies such as “sentence starters and word banks

and word walls in the classroom” (Jessica), « j’utilise les gestes » or « j’utilise les mots familiers

» (translation: “I use gestures” and “I use familiar words”, Annie), and « les mots amis »

(translation: “I use friendly words”, Melissa). All such approaches not only provide tools that
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encourages student autonomy but establishes systems of pattern-making that support “finding

similarities between French and English and French and other languages that we know” (Annie).

In other words, Core French enables extended learning across various languages rather than just

the mastery of Francophone knowledge. The usage of intra / interlingual practices maximizes

classroom and social knowledge to navigate students’ inquiry process while convincing learners

of linguistic techniques to make their language goals more attainable and successful in the future.

In addition, my participants recognized their students’ funds of knowledge and influence

of other languages on their new French learning experience. For example, Jessica regularly asked

her students to “teach (her) their languages” after she taught them a French concept which

positioned students as the expert of their home / heritage language(s) and fostered an authentic

multilingual environment. Annie described her students’ language profiles to be a “blank slate

for French, but not blank slate for language learning” since French is “their third, fourth or fifth

language”. Melissa mentioned knowing that her students “already speak another language at

home…that dominates their world” since many are Canadian-born children from immigrant

parents, exposing the reality of language learning in Westernized culture. Students’ lived

experiences deserve to exist within an inclusive and language-friendly French atmosphere. The

harmful ignorance of languages used at home, in communities, and other spheres of influence

would perpetuate the false narrative that the world is dominated by English. Students are already

subconsciously disrupting monolingual societies through their Core French education, revealing

how educators’ efforts to engage language-diverse pupils in anglicized schools is purposeful and

fulfilling at the junior / intermediate level.

Thus, minimizing curriculum-oriented and teacher-led approaches in teaching FSL allows

students to not only have a positive first impression of French, but to continually feel welcomed
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and empowered in second-language environments. Allowing students to learn about languages

holistically rather than merely obtaining French expertise yields greater forms of motivation and

courage to embark on language endeavours. Core French educators have the unique opportunity

to openly include languages in ways that accurately reflect the contexts of multiliterate

communities, fostering linguistic character inside and outside the classroom.

Discussion

This paper seeks to determine the types of barriers that elementary junior / intermediate

Core French students may encounter and in turn discourage sustained FSL interest and

motivation. Through my interviews, I gathered first-hand educator experiences where

discussions centred around student exposure to French, behaviours that indicate language

growth, and effective strategies to maintain language learning in Ontario’s Core program. All

three participants agreed that the excitement and enthusiasm towards French decreases the older

their students get (Courtney, 2017; Dahm, 2017; Dressler, 2018), however they also expressed an

unwavering passion and advocacy for the potential in programming and the necessity for

language learning opportunities to continue in academic spaces. This is significant as one

participant believed that 70-80% of students she has taught would continue taking French in

grades 10-12, suggesting that lower enrolment rates do not necessarily equate to an absent desire

to learn French. All three participants attributed reasons such as high school scheduling conflicts

and unsupported transitions from grade 8 to 9 as primary reasons toward students discontinuing

their FSL education rather than difficulties or dislike toward the subject, exposing that the

educational system hinders students’ capability to flourish as language-fluent individuals. And

so, Core French educators teach with the hope that their students set their language goals beyond

the classroom so that linguistic autonomy reigns over academic requirements.

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In alignment with research literature, French instruction is presented as a minority

language in the context of Ontario’s English-speaking environments (Childs & Dénommé,

2008), which two participants explicitly acknowledged that the lack of French in their immediate

school community is a hindrance for students to be convinced of its practical application. It is

unlikely that students and even teachers will coincidentally encounter French in daily life to the

same degree as English, hence it must be a deliberate and active choice to see French in society

or globally. This finding demonstrates how second language educators, in partnership with

bi-/multilingual families and parents, can uniquely raise student awareness of language diversity

and how societies in different spheres of Ontario rely on languages other than English. Without

this multilingual lens, generations of learners will continuously contribute to monolingualism at

the cost of authentic language-oriented relationships and cultural knowledge.

It is clear from literature and my research that common areas of concern revolve around

French learning skills and classroom environments that promote success. According to all three

participants, students continually resist learning how to write and speak in French, implying that

preferences towards reading and listening can serve as more effective entry points to securing

student confidence during language learning. As the latter two learning skills target more

internalized metacognition and the former focuses on outward articulation, one participant

expressed their interpretation of the curriculum to have an over-emphasis on oral production

while another participant stated that extraverted students seem to thrive in language learning

environments, implying that negative experiences such as FLCA (Dolean, 2016) are more

susceptible to introverted students. This is considerable as perceived preferences over the type of

teachers or students in French learning environments can lead to ignorance towards community

building and undermining what participation from a young age looks like (Collins & Muñoz,
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2016). And so, although the openness of the French curriculum allows for content to differ based

on the teacher’s discretion (DeGraff, 2019), French learning as a social education (Berger &

Heller, 2001; Dahm, 2017) invites a wide range of learners to make mistakes, ask questions, and

display initiative in accommodating and safe ways.

My last primary finding focuses on the dichotomy of classroom supports to promote

modern-day, interactive learning and resources that educators use for day-to-day teaching. An

interesting divergence from research was that multiple French tools and resources listed by

scholarly sources (Courtney, 2017; Dolean, 2016; Moore & Sabatier, 2014; Paquin, 2013;

Prasad, 2016) were scarcely mentioned by the three participants. Rather, I did find many

examples of the teachers using technology to access translators, form cross-curricular learning

opportunities such as STEM topics (Davis-Wiley & Miller, 2013), and purchase online French

programs in favour of traditional commercial units. This recognition of going beyond classroom

content, whether physically in their communities, emotionally with family connections, or even

technologically, challenges the narrow-minded perception of language learning being strictly

grammar-based and void of critical thinking opportunities. However, teachers will be continually

forced to compromise quality of French resources for what is freely accessible without proper

funding or guidance on how to navigate Ontario’s broad Core French curriculum. Increased

investment and advocacy for FSL education at the professional level that is reflected in

classroom pedagogy can act as a mirror and window for students to see their own language

possibilities.

There are several limitations to my research study which includes the small sample size

of Ontario Core French educators that I interviewed, restricting the generalizability and accuracy
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of research findings. Additionally, two participants have around five years of French teaching

experience which is not representative of other practiced educators in the field. All participants

were the only Core French teacher in their respective schools, thus excluding the exploration of

collaboration among other French teachers and the potential for colleague support while

teaching. Lastly, the latest teaching experience of my participants and my interpretation of the

findings has been influenced by learning virtually during a pandemic, disrupting the patterns of

authentic classroom instruction and how learning strategies were implemented prior to COVID-

19.

Future areas of research could include exploring the value of French teacher relationships

among educators who work at the same school in order to have more second language

representation at a professional level. Furthermore, looking into the repercussions of French

language learning after COVID-19 would be beneficial to address ongoing student needs and

ensure that students do not continually regress in their language abilities. As mentioned by one of

my participants, more in-depth research on the role that gender plays in language learning and

the feminization of elementary schools would address issues of representation and stereotypes in

relation to language capacity. Finally, comparing the experience of educators using Ontario’s

Ministry of Education Document “A Framework for French as a Second Language in Ontario

Schools” over a decade of its implementation from 2013-2014 to 2022-2023 would be vital in

determining the further continuity of the current framework or an implementation of a new one

depending on “the trends in FSL education over time” (Ontario Ministry of Education, 2013).

Tracking Core French students’ progression is ultimately necessary to plan effectively and

equitably to guide future success in second language learning.

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Conclusion

In this study, the exploration of Core French educators’ positionality towards Ontario’s

Core French curriculum and its connection to students’ learning obstacles reveal the

implemented strategies that aim to promote lifelong interest in French language education.

Drawing from existing research, studies have shown that FSL students can receive adequate

language instruction depending largely on their French teacher, linguistic background /

community, teaching strategies, and relevance of topics in academic spaces. From the interviews

conducted with my participants, they presented various changes and successful tactics to

understand their students and make French learning fun. However, the educational system

structure needs to be shaped so that the requirement to learn French is not bound to the

classroom but rather truly inspires students to take ownership of their language learning journey.

As FSL opportunities continue to grow in Ontario through Core, Extended, and Immersion

programs in schools, educational stakeholders need to reconsider and reimagine their

commitment to multilingual forms of learning in a diverse world. The unpredictable nature of

students’ learning progressions in Core French through grades 4-8 has the potential to

significantly influence not only their perception of elementary school but dictate their language

confidence and goals in the future. Therefore, I strongly call on educators and policy makers to

put forth a vision of FSL learning that promotes the importance of learning languages holistically

so that students can be ambassadors for « la diversité linguistique » (translated to linguistic

diversity).
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Appendix A

Data Collection Interview Questions

Introductory / Background Questions:

1. Please describe your own past / current journey into teaching French in terms of personal
desires, educational pathways / schooling, key aspirations, other languages learned, etc.
2. Please describe prominent classroom experiences with you as the educator of French
language learning regarding grade, school, programming, etc.
3. How would you describe Ontario’s Core French program?

Key Questions:
What are teachers’ perceptions of French language learning in Ontario’s elementary school
French Core program?
1. Have your past / current students been exposed to French prior to the Core French
program?
 If yes, what were / are the sources of exposure?
 If no, how was / is French introduced? What were the students’ reactions?
2. Have your past / current students learned other languages in school?
 If yes, what language(s) was it / were they? Are there learning practices that
are transferable to learning French?
 If no, how are students introduced to second language learning?
3. Were / Are your past / current students aware of the requirements to study French from
grades 4-8 at the elementary school level?
 If yes, what are their thoughts on this?
 If no, what are the factors that contribute to this?

How do barriers students encounter in the French classroom impact their interest and motivation
in learning?
1. Which French learning skill would you say your students’ dislike(d) the most and why?
 Choice of answers: Listening, Reading, Writing, Oral Production
2. Were / Are your students able to advocate for themselves when they need help or support
in the French classroom?
 If yes, what do the students ask for?
 If no, why do you think that is?
3. Did / Do your past / current students self-identify as French speakers?
 If yes, what habits were / are they putting in to develop that character trait?
 If no, why not?
25

4. What does it look like to (not) be an interested and motivated learner / student of French?
5. Were / Are your past / current students interested and motivated to learn French?
 If yes, how are the discussed characteristics / desires expressed?
 If no, what are some reasons for this?
6. Based on your experience, were / are your past / current students more reliant on intrinsic
or external motivators when learning French?
 If intrinsic, what type of goals / direction did / do these students have?
 If external, what are some examples?

What strategies do teachers use to support students in their French education?

1. Were / Are your past / current students able to integrate French learning within Ontario’s
English-dominated society?
a. If yes, how were / are they doing so?
b. If no, what prevented / prevents them from doing so? How can French become
more relevant in non-academic spaces?
2. Were / Are there other adults in students’ lives who encourage(d) French language
learning?
 If yes, what relationship did / do they have with students (ex: parents, family
members, other teachers, community members, etc.)? What context surrounds
these adults (ex: home, extracurriculars, community events, etc.)? How could
this be a possible source of support?
 If no, to what degree can this be a barrier?
3. Does the Ontario French as a Second Language curriculum support high interest and
motivation for language learning?
 If yes, what aspects fulfill this best?
 If no, what is missing in the curriculum that would fill this gap?
4. What school board policies ensure inclusive and immersive environments that are ideal
for language learning during your teaching experience of French students?
 If examples are provided, what strategies / pedagogies were / are applied?
What were the results?
 If there are no examples, what were / are the consequences of this?
5. In light of the barriers discussed, how many students would definitely take French in
Grade 10? How many would continue taking French beyond Grade 10? How many
students would not desire to continue French at all? Why?
6. Can you identify any other outstanding barriers and / or supports that influence student
interest and motivation in learning French?

Closing Questions:
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1. If you could give advice to pre-service or newly graduated teacher candidates who aspire
to teach French as a second language, what would it be?
2. What are changes that you hope to see in the future regarding student interest and
motivation not only academically, but socially and emotionally with French language
learning?
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Appendix B
Letter of Informed Consent Template

(date of sent email)

Dear (name of potential interviewee),

My name is Rachel Hsieh and I am a student in the Master of Teaching program at the Ontario
Institute for Studies in Education at the University of Toronto (OISE/UT). A component of this
degree program involves conducting a small-scale qualitative research study. My research will
focus on French language learning and its impact on elementary school students in the Core
French Program in the context of Ontario’s school system. I am interested in interviewing
educators who (a) are certified by the Ontario College of Teachers (OCT), (b) have been
teaching the Ontario French as a Second Language curriculum in the Core French Program for at
least three years, (c) have a minimum of five years of total teaching experience, (d) teach at the
elementary school level, and (e) identify as a bilingual in English and French. I think that your
knowledge and experience will provide insights into this topic.

Your participation in this research will involve one 45-60 minute interview (virtual/remote),
which will be audio-recorded and transcribed. I would be grateful if you would allow me to
interview you at a time convenient for you, outside of school time. The contents of this interview
will be used for my research project, which will include a final paper, as well as informal
presentations to my classmates. I may also present my research findings via conference
presentations and/or through publication.

You will be assigned a pseudonym to maintain your anonymity and I will not use your name or
any other content that might identify you in my written work, oral presentations, or publications.
This information will remain confidential. Any information that identifies your school or
students will also be excluded. Following standard data security procedures, all digital
data/information (transcripts) will be kept on a secure server and password protected computer.
All audio-recordings will be erased immediately following their transcription. The only person
who will have access to the research data will be my course instructor Dr. David Hayes.

You are free to change your mind about your participation at any time, and to withdraw even
after you have consented to participate. You may also choose to decline to answer any specific
question during the interview. I will destroy the transcripts after the paper has been presented
and/or published, which may take up to a maximum of five years after the data has been
collected. There are no known risks to participation, and I will share a copy of the transcript with
you shortly after the interview to ensure accuracy.

Please sign this consent form, if you agree to be interviewed. I am very grateful for your
participation.
28

Sincerely, Course Instructor’s Name: Dr. David Hayes

Rachel Hsieh Contact Info: [email protected]
(phone number)
(email)

Consent Form

I acknowledge that the topic of this interview has been explained to me and that any questions
that I have asked have been answered to my satisfaction. I understand that I can withdraw from
this research study at any time without penalty.

I have read the letter provided to me by Rachel Hsieh and agree to participate in an interview for
the purposes described. I agree to have the interview audio-recorded.

Signature: ________________________________________

Name: (printed) _______________________________________________

Date: ______________________________________