FSL Methodology Courses: Closing the Gap between Theory and Practice
Keywords: French as a Second Language
Methodology Courses
Teacher Education

Abstract In its report “Transition to Teaching” (2020) the Ontario College of Teachers (OCT) notes the high demand for French as a Second Language (FSL) teachers and that early full employment was the norm for most Ontario graduates with these qualifications. Despite this optimistic outlook for novice French teachers, French-language program graduates allow their Ontario teaching licenses to lapse at a much greater rate than their English-language colleagues. These high attrition rates among novice teachers create a vicious circle of teachers leaving before they have had the chance to master good classroom practices and being in turn replaced by novice teachers. The result is a loss of potentially fine FSL teachers and a diminished quality of teaching. Although many factors may contribute to this trend (i.e., lack of a dedicated classroom, lack of resources, lack of administrative support, student behaviour), one must also consider how FSL pre-service programs provide candidates with a sufficient foundation upon which to build a successful career. Much criticism has been leveled at teacher education, which is viewed by many researchers as too theoretical and not in touch with effective classroom practice. While all pre-service courses are intended to add to teacher candidate professional knowledge, Methodology courses, because of their subject specific focus, need to be designed in ways which help students develop the subject-matter knowledge and pedagogical content knowledge so critical to successful classroom teaching required by a demanding new FSL curriculum. The aim of this study was to examine the perceptions of teacher educators of pre-service FSL Methodology courses and FSL teacher candidates. This study examined FSL Methodology classes at two faculties of education in Ontario. The courses are part of the new two-year teacher education programs and are required courses for all FSL candidates. Participants were asked to share their views on how the Methodology courses supported FSL teacher candidates in developing the intrinsic language and cultural knowledge as well as the pedagogical skills necessary for effective second language teaching in light of the new curriculum demands on both FSL students and teachers. The key questions of the study, which were examined from the point of view of both the teacher educators and the teacher candidates were: “What knowledge and skills do FSL teacher candidates need to acquire which will equip them to meet the requirements detailed in the current Ministry documents?” “What opportunities do the Methodology courses offer to support teacher candidates in acquiring the required knowledge and skills?” and “How can Methodology courses improve teacher candidate knowledge development?” The answers to these questions provide insights to a relatively sparse field of research into how methodology courses in Ontario faculties of education can help teacher candidates as they transition from theoretical concepts to effective classroom practice. Although the research in this study touches on many aspects of the current dilemma of FSL teaching, the focus of the research was to investigate the current FSL Methodology courses and their impact on pre-service candidate skills acquisition. While FSL Initial Teacher Education (ITE) is only one area of concern when considering the problems facing FSL teaching and teachers, it is a very important one. Their entry into the ITE program is the first step for future French teachers into the professional world of FSL teaching, and therefore, the impact of the instruction they receive on their ability to successfully navigate the challenges of the FSL classroom cannot be underestimated.