This study examines French-as-a-second-language (FSL) learning in Canada through the lens of an educational publisher. The fields of language and policy planning, second language learning, and educational publishing provide a focus for the study. The principal purpose of this thesis is to identify key stakeholders in second language learning and to analyze the impact of their actions on the development of FSL resources in Canada. Through qualitative field research with representatives from significant Canadian publishing companies, this analysis of relationships and roles will assist future Canadian second language stakeholders in better understanding the impact of their decisions on the field of publishing, on educational resources, and ultimately, on FSL students in classrooms across the country.

This study examines French-as-a-second-language (FSL) learning in Canada through the lens of an educational publisher. The fields of language and policy planning, second language learning, and educational publishing provide a focus for the study. The principal purpose of this thesis is to identify key stakeholders in second language learning and to analyze the impact of their actions on the development of FSL resources in Canada. Through qualitative field research with representatives from significant Canadian publishing companies, this analysis of relationships and roles will assist future Canadian second language stakeholders in better understanding the impact of their decisions on the field of publishing, on educational resources, and ultimately, on FSL students in classrooms across the country.

Through the implementation of a closed and open-item questionnaire, parents’ (N=40) perceptions of and attitudes toward native and non-native French-speaking teachers (NFSTs and Non-NFSTs) of French as a Second Language in the Greater Toronto Area were investigated. Participants defined the native French speaker predominantly as someone who learned French as a first language and who learned French in informal environments – namely home and community. Descriptive statistics of 24 Likert-scale items revealed preference for NFSTs to teach oral-aural aspects, the written system of French and form better student relationships. Non-NFSTs were preferred to teach reading, vocabulary, learning strategies and make connections between English and French more salient. Parents stated a variety of strengths and areas needing improvement for both NFSTs and Non-NFSTs, which suggested complimentary and complementary views of these teachers.

Through the implementation of a closed and open-item questionnaire, parents’ (N=40) perceptions of and attitudes toward native and non-native French-speaking teachers (NFSTs and Non-NFSTs) of French as a Second Language in the Greater Toronto Area were investigated. Participants defined the native French speaker predominantly as someone who learned French as a first language and who learned French in informal environments – namely home and community. Descriptive statistics of 24 Likert-scale items revealed preference for NFSTs to teach oral-aural aspects, the written system of French and form better student relationships. Non-NFSTs were preferred to teach reading, vocabulary, learning strategies and make connections between English and French more salient. Parents stated a variety of strengths and areas needing improvement for both NFSTs and Non-NFSTs, which suggested complimentary and complementary views of these teachers.

This exploratory case study investigated the role secondary school guidance counsellors believed they played in the course selection process, especially regarding the continuation of French as a second language (FSL). As new initiatives have been recently introduced to increase retention in all FSL programs throughout Ontario (OME, 2013a), this study also sought to identify the factors guidance counsellors believed contributed to students continuing (or not continuing) the study of FSL past the mandatory Grade 9 credit. The following research questions guided this study: (1) How do guidance counsellors describe the process of course selection, with regards to FSL in particular?; (2) How do guidance counsellors view their role in the course selection process?; and (3) What do guidance counsellors identify as factors that contribute to students continuing (or not continuing) the study of FSL past Grade 9? Individual semi-structured interviews were conducted with 14 guidance counsellors from 12 schools across one school board in Ontario. Analysis of the insights shared by guidance counsellors highlight the complexities of the course selection process, as well as the strategies and tools they each used to prepare students to make the most informed decisions regarding their course selection. When counselling students about continuing optional FSL courses after Grade 9, participants expressed that they would encourage the pursuit of FSL courses, if the topic was student initiated. Emerging evidence showed that core French and French immersion students were counselled differently, with the latter receiving more attention if they expressed a desire to leave the program. Finally, guidance counsellors identified a wide variety of reasons they believed affected retention and attrition rates at their schools, with the most common being for future employment purposes and not seeing the value in learning French.

Prosody, the structures governing the pitch and rhythm of speech, is essential to the correct and authentic use of a language. Unfortunately, many students of a second language find it difficult to learn these patterns, particularly when they differ significantly from their mother tongue. Several pedagogical models are now widely used, but only within the confines of a conventional classroom environment. Dramatisation, the process of preparing a full theatrical performance, has already shown itself to be useful in the acquisition of second language grammar and vocabulary. This thesis demonstrates by means of a qualitative case study that this approach to language teaching also results in a statistically significant improvement in the area of prosody. The results were obtained by analysing the digitised speech of four students who participated in a course employing dramatisation in order to teach French as a second language.

While much research has been conducted on the cognitive and methodological aspects of language pedagogy, there has been little research on the other essential aspects of teaching and learning, such as teacher presence. The aim of this doctoral research study was to discover, describe and document the various ways in which holistic education is operationalized in the Canadian post-secondary language teaching-learning context. Using French as a second language (FSL) instruction as a concrete example, the study was further aimed at developing a comprehensive understanding of what teachers do to facilitate holistic engagement in learning a second, foreign or additional language in the post-secondary classroom and beyond. Particular attention was paid to the various holistic interconnections and relationships involved in language teaching and the ways in which these helped to foster a spirit of inclusiveness, balance and connectedness in the language teaching-learning environment. This qualitative research inquiry utilized a blend of narrative and case study methodologies, and included a variety of data sources such as face-to-face (individual and focus group) interviews, classroom observations, and surveys. The research has been primarily informed by a core group of participants comprising of six FSL university instructors as well as a peripheral group of five other language instructors from both the college and university contexts. Students of the core participant group also lent their voices to this endeavor, thus providing a rich understanding of how they perceive their experiences of post-secondary language teaching. On the one hand, beliefs and assumptions underlying teachers’ approaches as well as the methods and strategies that they employ, constituted an important aspect of the investigation. However, on the other hand, significant emphasis was placed on the participants’ perspectives on teaching presence and how they seek to engage the whole student -- body, mind and spirit. The findings highlight the centrality of teaching presence as a fundamental element for maintaining flow and connectedness within and beyond the classroom. Implications include rethinking the relevance of teaching presence in the post-secondary language classroom and its potential for enhancing the teaching and learning experience, fostering positive emotions, building relationships and encouraging lifelong learning.

While much research has been conducted on the cognitive and methodological aspects of language pedagogy, there has been little research on the other essential aspects of teaching and learning, such as teacher presence. The aim of this doctoral research study was to discover, describe and document the various ways in which holistic education is operationalized in the Canadian post-secondary language teaching-learning context. Using French as a second language (FSL) instruction as a concrete example, the study was further aimed at developing a comprehensive understanding of what teachers do to facilitate holistic engagement in learning a second, foreign or additional language in the post-secondary classroom and beyond. Particular attention was paid to the various holistic interconnections and relationships involved in language teaching and the ways in which these helped to foster a spirit of inclusiveness, balance and connectedness in the language teaching-learning environment. This qualitative research inquiry utilized a blend of narrative and case study methodologies, and included a variety of data sources such as face-to-face (individual and focus group) interviews, classroom observations, and surveys. The research has been primarily informed by a core group of participants comprising of six FSL university instructors as well as a peripheral group of five other language instructors from both the college and university contexts. Students of the core participant group also lent their voices to this endeavor, thus providing a rich understanding of how they perceive their experiences of post-secondary language teaching. On the one hand, beliefs and assumptions underlying teachers’ approaches as well as the methods and strategies that they employ, constituted an important aspect of the investigation. However, on the other hand, significant emphasis was placed on the participants’ perspectives on teaching presence and how they seek to engage the whole student -- body, mind and spirit. The findings highlight the centrality of teaching presence as a fundamental element for maintaining flow and connectedness within and beyond the classroom. Implications include rethinking the relevance of teaching presence in the post-secondary language classroom and its potential for enhancing the teaching and learning experience, fostering positive emotions, building relationships and encouraging lifelong learning.

Prosody, the structures governing the pitch and rhythm of speech, is essential to the correct and authentic use of a language. Unfortunately, many students of a second language find it difficult to learn these patterns, particularly when they differ significantly from their mother tongue. Several pedagogical models are now widely used, but only within the confines of a conventional classroom environment. Dramatisation, the process of preparing a full theatrical performance, has already shown itself to be useful in the acquisition of second language grammar and vocabulary. This thesis demonstrates by means of a qualitative case study that this approach to language teaching also results in a statistically significant improvement in the area of prosody. The results were obtained by analysing the digitised speech of four students who participated in a course employing dramatisation in order to teach French as a second language.

Learners' motivation has a significant influence on French as a second language teaching and learning (Ryan & Deci, 2020; Flynn, 2018; Zhao, 2015; Gardner, 2001). Recently, there has been an issue of motivation to learn and teach French as a second language and much research on recruitment and retention issues in Canada and abroad (Smith et al. 2022; Masson et al. 2019; Gordon, 2017). Motivation can be impacted by positive and negative feelings related to minority language learning, which are often more about the speaker and the speech community learners belong to, than the language itself (Mahootian, 2020). Researchers have examined students' motivation and success in FSL learning especially in K-12 immersion context, but there has also been an increase in focusing on teachers' perspectives in recent times (Arnott, 2017). The aim of this paper is to examine the motivational orientation in teaching and learning French as a second language in a minority context. This qualitative study used semi-structured interview to investigate a group of adult learners' motivation in learning French as a second language. Specifically, this research examined teachers who studied French and maintained their motivation to continue to teach French as a second language in an Anglo-dominant context. A semi- structured interview allowed for a richly detailed understanding of teachers' account of their experiences and practices. The findings presented demonstrate the positive influence that parents, teachers, and relevant extracurricular experiences have on students' decision to continue their studies in FSL, as well as the transformations of the students' identity formation and investment which are enhanced through learning French as a second language, the bilingual environment which surrounds it, and students' activities. Recommendations are made to help encourage and promote the learning and teaching of FSL, develop the oral skills of learners and the provision of a better linguistic learning environment that fosters academic success.