Teaching French as a Second Language in Canada: Convergence Points of Language, Professional Knowledge, and Mentorship from Teacher Preparation through the Beginning Years.

This article examines the complex challenges faced by French as a Second Language (FSL) teachers in minority settings across Canada, focusing on issues related to language proficiency, professional knowledge, and mentorship as key factors influencing the ongoing FSL teacher shortage. Based on a 2021 pan-Canadian study involving 29 focus groups with 89 participants from faculties of education, school districts/boards, and novice FSL teachers, the findings highlight two main points of convergence: access (to French language, professional learning, mentorship, and resources) and conceptualizations (ideological understandings of language standards, teacher knowledge, and mentorship roles). The study reveals tensions between remedial, native-speaker-oriented language expectations and more holistic, identity-affirming approaches, as well as challenges in providing consistent, FSL-specific professional development and mentorship. The authors conclude that addressing the FSL teacher shortage requires nuanced, context-sensitive, system-wide strategies that recognize the intertwined nature of language proficiency, pedagogical knowledge, and mentorship rather than relying on simplistic recruitment solutions.