JOURNAL ARTICLE

Possibility, Actuality, Sustainability: Contemplating Cultures of Experimentation in Canadian French as a Second Language (FSL) Teacher Education.

  • Published In: Canadian Modern Language Review, 2026, v. 82, n. 1. P. 22 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Arnott, Stephanie; Prasad, Gail Lori; Kaszuba, Adam; Grant, Robert; Masson, Mimi 3 of 3

Abstract

This article examines the enactment of a "scenarios of possibility" (SoP) approach to educational change within two French as a second language (FSL) initial teacher education (ITE) programs in Ontario, Canada. By implementing six contextually tailored change initiatives, the study explored how these scenarios impacted interactions, relationship-building, and skill development among stakeholders including teacher candidates, professors, and administrators. Findings highlight three key possibilities: reducing isolation to foster relational growth, enhancing linguistic and pedagogical skill development through community-building, and leveraging purposeful institutional involvement to support sustainable change. The study underscores that both individual and systemic willingness to engage in purposeful innovation are critical for transforming short-term initiatives into lasting improvements in FSL teacher education.

Additional Information

  • Source:Canadian Modern Language Review. 2026/02, Vol. 82, Issue 1, p22
  • Document Type:Article
  • Subject Area:Social Sciences and Humanities
  • Publication Date:2026
  • ISSN:0008-4506
  • DOI:10.3138/cmlr-2025-0017
  • Accession Number:191964318
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