Section 3: Supporting the Language Proficiency of FI Teachers
- Language insecurity
- Communities of practice
Although definitively it cannot be said that teachers with lower language proficiency are more likely to leave teaching French for an English position, it is plausible that there is a connection.
Consider the following quotes:
"A key reported problem was the lack of qualified people applying for jobs. For example, one school board reported that the linguistic competencies teachers demonstrate when interviewing for a position are not always adequate for the level required for teaching conversational French. Several school boards admitted to keeping language requirements low for fear of not being able to fill positions. Some felt that, in light of the lack of candidates, it was necessary to settle for teachers with only a slightly higher level of French than their students". - Accessing Opportunity: A study on challenges in French-as-a-second-language education teacher supply and demand in Canada www.officiallanguages.gc.ca February 2019
"Language proficiency was also identified as an area of concern, it is essential that teachers take advantage of the opportunities offered as well as any additional resources on their own time to improve their French language proficiency. School boards should also consider teacher collaboration as an important element in teachers’ professional development. Collaboration with other teachers can provide a chance for FSL teachers to practice speaking French and improve their teaching skills". - From Self efficacy beliefs of novice FSL teachers- Cook and Faez 2018
There is an emerging link between the level of language proficiency of French teachers and student outcomes in French. It is important for improved student learning that French teachers continue to strive to improve their language proficiency.
Assignment 3
Case Study:
Although the instructional leader of a Catholic FI school, the principal does not speak French. During the walk-about they are concerned about the amount of English that is being spoken in one particular class. They have spoken with the teacher who shares that due to COVID-19, students have missed too many oral language opportunities so that in order for everyone to understand the content, they are speaking "a little more English". This is unsettling. What might be your next steps?
Have a conversation with a colleague, superintendent or another decision maker regarding this type of situation and how it may be supported.
Graph goes here
As we can see in this diagram, one possible strategy to support improving language proficiency of French immersion teachers is through communities of practice. This can be defined as a collaboration among groups of FSL educators committed to increasing confidence, proficiency and achievement in FSL. French teachers speaking in French with each other about pedagogy. An excellent opportunity to support their own language proficiency while supporting student achievement in French.
As Catholic principals, what are some ways to support French immersion teachers in creating communities of practice?
Read:
Linguistic insecurity Qu’est-ce que c’est? by Meike Wernicke found in Building Linguistic Security, Be Brave, Speak French!
© Canadian Parents for French, April 2020 p.1-3
Reflect: Thinking about the reading and the quotes, what steps might be put in place to support the creation of communities of practice for the French immersion teachers in your school?
You may want to look at the following as a resource:
Ontario’s New Teacher’s Handbook Surviving and thriving in the French as a Second language Classroom - Scenario 6
Assignment 4
Develop a list of opportunities to support language proficiency of FI teachers in your school.
Be sure to include:
- Professional development opportunities within the board
- Chart of who French immersion teachers can contact for support
- Associations that support language proficiency
Consider, as you develop your list/plan, ways it reflects the diversity of individuals who make up our Catholic schools. Are available resources reflective of our learning communities?
Reflect:
- What did you learn in compiling your list/plan?
- How will you share your list?
- How will you put your plan in motion?
- How will you engage your FI teachers?
- Are there any interesting opportunities that you would like to share with colleagues?
Share your findings with a colleague and add your list to your learning journal.
Every year new FSL teachers are hired. Principals and vice-principals are instrumental in providing new FSL teachers with opportunities to support and develop their professional practice. FSL teachers benefit from any New Teacher Induction Program (NTIP) that administrators follow with all staff, but FSL teachers might have particular needs.
Consider the following:
In building relationships with new FI teachers it is important to address these points. Raising awareness among teachers of the difficulties that new French Immersion teachers experience may make other teachers more likely to assist them.
Report of the French as a Second Language Ontario Labour Market Partnership Project, p. 33
The Ontario Leadership Framework outlines the responsibilities of school level leadership in Improving the Instructional Program. But what if you do not have an FSL background? Being an instructional leader is one of many responsibilities that school administrators undertake regardless of their teaching background. Knowing that no one can be an expert in all areas of education, there may be instances when supporting FSL educators in their professional learning presents complexities for school administrators.
Report of the French as a Second Language Ontario Labour Market Partnership Project, p. 34
To overcome this, when planning for professional development it is helpful to view FSL educators as literacy specialists. When FSL educators are included in all professional learning, as well as French specific opportunities, it allows them to share their knowledge and expertise with their colleagues and ultimately enhances professional dialogue between teachers. In the FSL context, instructional leaders can employ a number of leadership moves to ensure new and existing FSL teachers feel welcome, part of the staff and are afforded opportunities for voice in their professional learning.
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Assignment 5
Refer to Ontario’s A New Teacher Handbook: Surviving and Thriving in the FSL Classroom
Ranking exercise: As the school administrator, providing an introduction to your school in the form of a handbook, email, or webpage to welcome new staff is very supportive. Rank the following possible inclusions according to their usefulness in your school context.
Timelines for the year:
- School orientation
- NTIP and Mentoring
- Online learning
- Inclusion of 2 - 3 of the New Teacher Handbook Scenarios
- Schedules
- Resources
- Classroom space/physical set up
- Assessment and Evaluation
- Special education supports
Which are the most important to your vision for FSL?
What might be some conversations to have with new FSL teachers?
Section 4:Summative - Intentional Actions
As a summative assessment, return to the self-assessment tool for administrators entitled “Reflections for School Administrators leading French Programs”.
Compare this to where you were at the beginning of the module. Reflect on your School Improvement Plan for Student Achievement and Wellbeing (SIPSAW) through the lens of your new learning and your role in supporting French programming using this mind map or creating your own.
Choose two of the following suggested actions or make up your own to ensure next steps are actionable.
- Discuss with a colleague or the decision makers in your board. What are your intentional actions?
- Might you create a slide presentation to present a PD session or a lunch and learn?
- Might you add monthly strategies in your staff meetings?
- Might you set intentional conversation starters for yourself to lead conversations with staff?
- How might you structure your French Immersion Information sessions to parents differently now?
“Education cannot be neutral. It is either positive or negative; either it enriches or it impoverishes; either it enables a person to grow or it lessens, even corrupts him. The mission of schools is to develop a sense of truth, of what is good and beautiful. And this occurs through a rich path made up of many ingredients. This is why there are so many subjects — because development is the results of different elements that act together and stimulate intelligence, knowledge, the emotions, the body, and so on.” - Pope Francis