The role of plurilingual pedagogies in enhancing well-being for newcomer, multilingual learners in middle school French as a second language classrooms in New Brunswick

Abstract

This master’s report explores French as a second language (FSL) education in New Brunswick Anglophone schools—with a focus on Post-Intensive French (PIF)—in a way that aims to value and honour multilingual learners (MLLs). In this report, the sociolinguistic and language education landscape of New Brunswick and the roots of PIF are outlined. An overview of the presence of MLLs within the PIF program and the need for increased support for MLLs, as well as those who teach them, is presented. Plurilingual pedagogies are suggested as a possible strategy. The term plurilingual pedagogies is defined in this report, details about common types of plurilingual pedagogies are summarized, and the benefits of integrating these pedagogies into middle school FSL classrooms (with an emphasis on PIF) are discussed. A pedagogical product comprising a professional article, infographic, and classroom activities is presented in conclusion.