Possibility, Actuality, Sustainability
Contemplating Cultures of Experimentation in Canadian French as a Second Language (FSL) Teacher Education
Bibliographic Data
| ID | 17168487 |
|---|---|
| Authors | Stéphanie Arnott (0000-0001-5713-4884, University of Ottawa, Ottawa, Ontario, Canada, corresponding author), Gail Lori Prasad (York University, Toronto, Ontario, Canada), Adam Kaszuba (0009-0002-7900-2756, York University, Toronto, Ontario, Canada), Robert Grant (0000-0002-6075-8687, University of Ottawa, Ottawa, Ontario, Canada), Robert T Grant (University of Ottawa), Mimi Masson (0000-0002-1516-4601, Université de Sherbrooke, Sherbrooke, Québec, Canada) |
| Year | 2026 |
| Volume | 82 |
| Issue | 1 |
| Pages | 22-44 |
| Publication date | 2026-02-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Canadian Modern Language Review/ La Revue canadienne des langues vivantes (JOURNAL) |
| Journal identifiers | ISSN: 0008-4506 • E-ISSN: 1710-1131 |
| Publisher | University of Toronto Press Inc. (UTPress) (PUBLISHER) |
| DOI | 10.3138/cmlr-2025-0017 |
| OpenAlex | W7131825810 |
| Language | EN |
| References cited | 52 |
This article documents the enactment of a scenarios of possibility (SoP) approach to educational change in two initial teacher education programs in French as a second language in Ontario, Canada. After creating and implementing six contextually relevant change initiatives – referred to as scenarios of possibility – qualitative data was collected from participants ( N = 59) to ascertain their actuality and the impact on interactions and relationship-building in both contexts. Findings revealed how piloting these scenarios produced noteworthy potential for space and time to be dedicated to purposeful actions, reflections, and skill-building deemed to be needed and presently lacking in these programs. Different possibilities and actualities emerged across contexts that (a) reduced isolation in service of relational growth; (b) fostered relationships in service of linguistic and pedagogical skill development; and (c) harnessed institutional involvement. We argue that purposeful innovation and purposeful involvement of individuals and institutions are essential to sustaining specific possibilities and a culture of experimentation in the French as a second language initial teacher education context
Isolation (microbiology) · Language education · Qualitative research · Second language · Service (business) · Space (punctuation) · Teacher education · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Parental Involvement in Education
Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity
Informing and transforming language teacher education pedagogy
Teacher communities as a context for professional development
Rethinking teacher education
‘Come to a screeching halt’
Pedagogies of choice
Teacher content-language awareness in Canadian immersion teacher education programs
So why do you want to teach French? Representations of multilingualism and language investment through a reflexive critical sociolinguistic ethnography
French second-language teacher candidates’ positions towards Allophone students and implications for inclusion
Constructing Theories of Change
Teacher education communities of practice
Initial teacher education
Linguistic and Cultural Collaboration in Schools
Voices of Resilience from the Bottom Rungs
Using thematic analysis in psychology
Three Approaches to Qualitative Content Analysis
| Highly cited | No |
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