Abstracts
Résumé
Dans le domaine de l’enseignement du français langue seconde au Canada, nous faisons face à une pénurie de longue date. Parmi d’autres études examinant le recrutement et la rétention du personnel enseignant, nous avons mené une étude pancanadienne afin de déterminer les exigences et les lacunes dans la formation initiale et continue en enseignement du français. Dans cet article, nous examinerons dans quelle mesure les composantes de cette formation favorisent ou entravent la rétention du personnel enseignant. Un aperçu des résultats met en relief une forte préoccupation de la part de toutes les personnes participantes par rapport à la rétention du personnel en enseignement du français, avec une attention particulière envers le mentorat. Ces constats divergent de la politique fédérale qui se limite strictement au recrutement, alors qu’un accent sur le mentorat, surtout sous forme de soutiens non officieux, est nécessaire dès le début de la formation initiale, ainsi que pendant la transition vers le milieu du travail et à travers celui-ci. Nous discuterons des enjeux qui découlent de ces résultats quant aux efforts en cours pour répondre à la pénurie d’enseignantes et d’enseignants en français.
Abstract
Canada is facing a long-standing shortage of FSL teachers. Among other studies on teacher recruitment and retention, we conducted a cross-Canada study to identify needs and gaps in initial and continuing education for FSL teaching. In this article, we will examine the extent to which components of this training program promote or hinder teaching staff retention. An overview of the results reveals participants genuine concern about retaining FSL teaching staff, with particular attention to mentorship, these findings diverging from federal policy, which is strictly limited to recruitment. A focus on mentorship, especially in the form of informal support, is necessary from the beginning of initial training as well as during the transition to and through the workplace. We will discuss issues arising from these results in relation to ongoing efforts to address the shortage of FSL teachers.
Resumen
En el campo de la enseñanza del francés lengua segunda en Canadá, desde hace mucho tiempo confrontamos una escasez. Entre otros estudios que han examinado la contratación y la retención del personal magisterial, hemos realizado un estudio pan-canadiense con el fin de determinar las exigencias y deficiencias de la formación inicial y continua en enseñanza del francés. En este artículo examinaremos en qué medida los componentes de esta formación favorecen o dificultan la retención del personal magisterial. Una visión general de los resultados pone de relieve una acentuada preocupación por parte de todas las personas que participan con respecto a la retención del personal en la enseñanza del francés, otorgando una atención especial a la tutoría. Dichos resultados difieren de la política federal la cual se limita estrictamente al reclutamiento, mientras que acentuar la tutoría como forma de apoyo extra-oficial, se vuelve indispensable desde el principio de la formación inicial, así que durante la transición hacia el trabajo y a todo lo largo de éste. Discutiremos los retos que dimanan de los resultados en lo relacionado a los esfuerzos que actualmente se realizan s para subsanar la escasez de maestros y maestras de francés.
Appendices
Bibliographie
- Association canadienne des professionnels de l’immersion (ACPI) (2021). La pénurie du personnel enseignant en immersion française et en français langue seconde : rapport de l’étude. https://www.acpi.ca/wp-content/uploads/2021/11/Socius_%C3%89tude-P%C3%A9nurie_IF-et-FLS_2021-11-02_avec-questionnaire-1.pdf
- Bayliss, D. et Vignola, M.-J. (2000). Assessing language proficiency of FSL teacher candidates: What makes a successful candidate? Canadian Modern Language Review, 57(2), 217-244. https://utpjournals.press/doi/10.3138/cmlr.57.2.217
- Bayliss, D. et Vignola, M.-J. (2007). Training non-native second language teachers: The case of anglophone FSL teacher candidates. The Canadian Modern Language Review, 63(3), 371-398. https://doi.org/10.3138/K2U7-H14L-5471-61W0
- Braun, V. et Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
- Braun, V. et Clarke, V. (2012). Thematic analysis. Dans H. Cooper (dir.), APA handbook of research methods in psychology, Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (p. 57-71). American Psychological Association.
- Brown, J. D. (2001). Using surveys in language programs (2e éd.). Cambridge University Press.
- Cammarata, L., et Haley, C. (2018). Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey. International Journal of Bilingual Education and Bilingualism, 21(3), 332–348.
- Carr, W. (2007). Teaching core French in British Columbia: Teachers’ perspectives [BCATML/BCTF Research Report]. British Columbia Association of Teachers of Modern Languages.
- Choi, E. et Lee, J. (2016). Investigating the relationship of target language proficiency and self-efficacy among nonnative EFL teachers. System, 58, 49-63. https://doi.org/10.1016/j.system.2016.02.010
- Chong, M. D. (2014). The state of French second-language education programs in Canada: report of the Standing Committee on Official Languages. Parliament et House of Commons.
- Cochran-Smith, M., et Paris, C. L. (1995). Mentor and mentoring: Did Homer have it right. In J. Smyth (Ed.), Critical discourses on teacher development (pp. 181–202). Cassell.
- Costa, A. L., et Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51, 49–49.
- Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage.
- Culligan, K., Masson, M., Wernicke, M. et Battistuzzi, A. (en cours) Exploring the French as a Second Language (FSL) Teacher Shortage in Canada: Issues of Language, Professional Knowledge, and Mentorship from Teacher Preparation Through the Beginning Years.
- de Feijter, C. (2015). Teacher perceptions about retention and classroom climate in remote schools in western Canada [thèse de doctorat, Walden University]. ProQuest Dissertations Publishing. https://scholarworks.waldenu.edu/dissertations/1438/
- Delaney, Y. A. (2012). Research on mentoring language teachers: Its role in language education. Foreign Language Annals, 45(s1), s184-s202.
- Desmeules, A., et Hamel, C. (2017). Les motifs évoqués par les enseignants débutants pour expliquer leur envie de quitter le métier et les implications pour soutenir leur persévérance. Formation et Profession, 25(3), 19–35.
- Dörnyei, Z. et Taguchi, T. (2010). Questionnaires in Second Language Research : Construction, Administration, and Processing. Routledge.
- Ewart, G. (2009). Retention of New Teachers in Minority French and French Immersion Programs in Manitoba. Canadian Journal of Education, 32(3), 473–507.
- Faez, F., Karas, M. et Uchihara, T. (2019). Connecting language proficiency to teaching ability: A meta- analysis. Language Teaching Research, 1-24. https://doi.org/10.1177/1362168819868667
- Falter, M., Arenas, A. A., Maples, G. W., Smith, C. T., Lamb, L. J., Anderson, M. G., Uzzell, E. M., Jacobs, L. E., Cason, X. L., et Griffis, T. A. (2022). Making Room for Zoom in Focus Group Methods: Opportunities and Challenges for Novice Researchers (During and Beyond COVID-19). Forum Qualitative Sozialforschung/Forum.
- Feiman-Nemser, S. (2017). From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching. Occasional Paper Series, 2000(5).https://educate.bankstreet.edu/occasional-paper-series/vol2000/iss5/1
- Gouvernement du Canada. (2003). Le prochain acte : un nouvel élan pour la dualité linguistique canadienne : le plan d’action pour les langues officielles. Bureau du Conseil privé.
- Hargreaves, A. et O’Connor, M. (2018). Collaborative professionalism: When teaching together means learning for all. Sage.
- Ingersoll, R. M., May, H. et Collins, G. (2019). Recruitment, employment, retention and the minority teacher shortage. Education Policy Analysis Archives, 27(37), 1-42. http://dx.doi.org/10.14507/epaa.27.3714
- Jacquet, M. et Dagenais, D. (2010). Perspective croisée sur la collaboration professionnelle des enseignants dans trois contextes scolaires en Colombie-Britannique. Revue des sciences de l’éducation de McGill, 45(3), 511-534.
- Johnson, K. E. (2022). Mentoring as mediation: Shifting novice teacher instructional stance. European Journal of Applied Linguistics and TEFL. https://www.proquest.com/docview/2649774055/D5C52257494846F7PQ/2?accountid=14656
- Johnson, K. E. et Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. Routledge.
- Knouzi, I. et Mady, C. (2014). Voices of resilience from the bottom rungs: The stories of three elementary core French teachers in Ontario. Alberta Journal of Educational Research, 60(1), 62-80.
- Kosnik, C. et Beck, C. (2009). Priorities in teacher education: The 7 key elements of preservice preparation. Routledge.
- Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26(4), 608–625.
- Kutsyuruba, B. (2012). Teacher induction and mentorship policies: The pan‐Canadian overview. International Journal of Mentoring and Coaching in Education, 1(3), 235-256. http://dx.doi.org/10.1108/20466851211279484
- Kutsyuruba, B., Walker, K. D., Matheson, I. A. et Bosica, J. (2022). Early career teaching progression: Examining Canadian teachers’ experiences during their first five years in the profession. The New Educator, 18(1-2), 1-26. http://dx.doi.org/10.1080/1547688X.2021.1940406
- Lapkin, S., Mady, C. et Arnott, S. (2009). Research Perspectives on Core French: A Literature Review. Canadian Journal of Applied Linguistics, 12(2), 6-30.
- Lapkin, S., MacFarlane, A. et Vandergrift, L. (2006). Teaching French in Canada: FSL teachers’ perspectives. Canadian Association of Second Language Teachers (CASLT).
- Long, J. S., McKenzie-Robblee, S., Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E. et Clandinin, D. J. (2012). Literature review on induction and mentoring related to early career teacher attrition and retention. Mentoring et Tutoring: Partnership in Learning, 20(1), 7-26. http://dx.doi.org/10.1080/13611267.2012.645598
- Mancuso, S. V., Roberts, L. et White, G. P. (2010). Teacher retention in international schools: The key role of school leadership. Journal of Research in International Education, 9(3), 306-323. https://doi.org/10.1177%2F1475240910388928
- Mason, S. (2017). Foreign Language Teacher Attrition and Retention Research: A Meta-Analysis. NECTFL Review, 80, 47-68.
- Masson, M. (2018). Reframing FSL teacher learning: Small stories of (re)professionalization and identity formation. Journal of Belonging, Identity, Language and Diversity, 2(2), 77-102.
- Masson, M., Azan, A. et Battistuzzi, A. (en cours). A four pillar model for second language teacher retention: Centering identity and professionalization in teacher education.
- Masson, M., Larson, E. J., Desgroseilliers, P., Carr, W. et Lapkin, S. (2019). Accéder aux possibilités : Étude sur les difficultés liées à l’offre et à la demande d’enseignants en français langue seconde au Canada. Commissaire aux langues officielles (COL). https://www.clo-ocol.gc.ca/fr/publications/etudes/2019/acceder-possibilite-fls
- Milley, P. et Arnott, S. (2016). The nature of principals’ work and leadership in French as a second language learning in Ontario schools. Canadian Journal of Education/Revue Canadienne de l’éducation, 39(1), 1-26.
- Ministère de l’Éducation de la Colombie-Britannique. (2016). Analyser les conséquences de la demande croissante pour les programmes d’éducation en français en Colombie-Britannique. Comité consultatif des intervenants de l’éducation en français.
- Mollica, A., Philips, G. et Smith, M. (2005). Teaching and learning French as a second language: Core French in the elementary schools in Ontario. Ontario Modern Language Teachers’ Association.
- Mukamurera, J., Lakhal, S. et Kutsyuruba, B. (2020). Les programmes d’insertion professionnelle pour les enseignants débutants au Québec : mesures offertes et retombées perçues. Canadian Journal of Education, 43(4).
- Mullen, C. A., et Klimaitis, C. C. (2021). Defining mentoring: A literature review of issues, types, and applications. Annals of the New York Academy of Sciences, 1483(1), 19–35.
- Obadia, A. A. et Martin, M. (1995). French immersion teacher shortage: Seeing the light at the end of the tunnel. Canadian Modern Language Review, 52(1), 81-100. http://dx.doi.org/10.3138/cmlr.52.1.81
- Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L. et Zoran, A. G. (2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(23), 1-21. http://dx.doi.org/10.1177/160940690900800301
- Patrimoine canadien. (2021). Français et anglais : vers une égalité réelle des langues officielles au Canada (no CH14-50-2021-fra.pdf). Gouvernement du Canada.
- Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching.
- Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y. et Baumert, J. (2013). How different mentoring approaches affect beginning teachers’ development in the first years of practice. Teaching and Teacher Education, 36, 166-177. http://dx.doi.org/10.1016/j.tate.2013.07.012
- Sabatier, C. (2018). Compétences professionnelles et rapport à la langue dans un programme de formation des enseignants de français langue seconde dans l’Ouest canadien. Teacher Learning and Professional Development, 3(1), 39-55.
- Saldaña, J. (2021). The Coding Manual for Qualitative Researchers. Sage.
- Salvatori, M. (2009). A Canadian perspective on language teacher education: Challenges and opportunities. The Modern Language Journal, 93(2), 287-291. http://dx.doi.org/10.1111/j.1540-4781.2009.00860_9.x
- Schaefer, L., Long, J. S. et Clandinin, D. J. (2012). Questioning the research on early career teacher attrition and retention. Alberta Journal of Educational Research, 58(1), 106-121.
- Smith, T. M. et Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.http://dx.doi.org/10.3102/00028312041003681
- Swanson, P. et Mason, S. (2018). The world language teacher shortage: Taking a new direction. Foreign Language Annals, 51(1), 251-262. http://dx.doi.org/10.1111/flan.12321
- Tang, M. (2020). D’apprenant à enseignant: La construction identitaire et l’accès à la communauté professionnelle des enseignants de français en Colombie-Britannique [Unpublished doctoral dissertation]. Simon Fraser University.
- Universités Canada et Association des collèges et universités de la francophonie canadienne. (2017). Séminaire de travail : partenariats entre universités françaises et canadiennes : compte rendu.
- Veilleux, I. et Bournot-Trites, M. (2005). Standards for the language competence of French immersion teachers: Is there a danger of erosion? Canadian Journal of Education, 487-507. http://dx.doi.org/10.2307/4126480
- Wernicke, M. (2017). Navigating native-speaker ideologies as FSL teacher. Canadian Modern Language Review, 73(2), 1-29.http://dx.doi.org/10.3138/cmlr.2951
- Wernicke, M. (2020). Constructing “other” identities as French second language teacher, dans N. Rudolph, A. F. Selvi et B. Yazan (dir.), The Complexity of Identity and Interaction in Language Education (p. 43-61). Multilingual Matters.http://dx.doi.org/10.21832/9781788927437
- Wernicke, M. (2022). « M’améliorer, c’est pour le reste de ma vie » : l’importance d’une culture professionnelle dans la formation à l’enseignement du français, dans R. Léger et G. Brisson (dir.), La francophonie de la Colombie-Britannique : éducation, diversité et identités. Les Presses de l’Université Laval.
- Wernicke, M. et Bournot-Trites, M. (2019). Innovation and knowledge mobilization for French second language teachers in British Columbia. British Columbia Ministry of Education.
- Williams III, J. A., Hill-Jackson, V., Caldwell, C. et Craig, C. J. (2022). Teacher Recruitment and Retention: Local Strategies, Global Inspiration. Journal of Teacher Education, 73(4), 333-337.http://dx.doi.org/10.1177/00224871221118155