Répétez, s’il vous plait. French Language Anxiety in Intermediate (grades 7 and 8) Core French Classrooms: Historical Curriculum Analysis, Teaching Strategies and Professional Development Opportunities for Core French Teachers in Ontario

This research study investigates the experience of French language anxiety in Core French intermediate (grades 7 and 8) classrooms. I identify the revisions in the 2013 Ontario French as a Second Language (FSL) Curriculum, as well as different experiences and teaching strategies that Core French teachers use to help reduce French language anxiety in the classroom. This study also explores the professional development and online support that French teachers receive, within the context of a large school board outside of the Greater Toronto Area (GTA). In the beginning stages of my research, I engaged in a literature review of the curriculum over time, second language acquisition anxiety theory, and the professional development offered to French teachers in Ontario. This study also includes findings from two semi-structured interviews with Core French teachers. Findings suggest that educators believe revisions in the FSL curriculum do not address French language anxiety in the classroom and therefore FSL teachers implement various specific pedagogical strategies to address these gaps in their classrooms. The implications for future research are outlined and include recommendations for the inclusion of French language anxiety in the curriculum and increased professional development for French teachers in regards to this topic