Supporting beginning FSL teachers: considerations for administrators
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Date
2021
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Publisher
Association canadienne des professionnels de l'immersion
Abstract
This article is based on preliminary data collected from focus groups with beginning FSL teachers as part of a larger pan-Canadian teacher education project entitled Identifying Requirements and Gaps in French as a Second Language (FSL) Teacher Education: Recommendations and Guidelines. We felt that the insights and reflections of these beginning teachers from the Atlantic region highlight important issues that may be of interest to administrators whose work it is to support beginning FSL teachers. The insights shared in this article revolve around three project themes: language proficiency, pedagogical knowledge, and mentorship. The experiences, both positive and otherwise, shared by these beginning teachers form the basis of the discussion, which includes considerations for administrators. These beginning FSL teacher experiences, although not generalizable, may resonate with many people working in this field and may be an excellent springboard for initiatives, formal and informal, that administrators could implement to support FSL teachers working in their schools.