Le Bouthillier, JoséeKristmanson, Paula Lee2024-09-272024-09-272023https://unbscholar.lib.unb.ca/handle/1882/38119This article focuses on a qualitative case study of linguistic support sessions for French second language teacher candidates in an initial teacher education programme in Eastern Canada. The overall purpose of the study was to explore the impact of these sessions on the participants’ linguistic competence and confidence. In particular, this article examines one such impact: the construction of a linguistic and professional identity. Through the analysis of focus group transcriptions, findings related to the concept of identity are shared in order to shed light on the potential of these sessions beyond simply language improvement. The article concludes with a discussion of the possible implications of this study for FSL teacher recruitment and retention.enhttp://purl.org/coar/access_right/c_abf2journal articleEducationFrench