The CPF State of French Second Language Education in Canada

/The CPF State of French Second Language Education in Canada
The CPF State of French Second Language Education in Canada2018-11-19T13:55:28-05:00

The State of French-Second-Language Education in Canada research reports examine how well French-second-language (FSL) programs are faring across Canada. The reports address a variety of long-standing and emerging issues in FSL education, like equitable access to FSL programs developing more effective FSL programs, student proficiency, additional learning opportunities and more.  All the reports and report summaries can be found HERE.


The report, with a Foreword by His Excellency John Ralston Saul, provides a structure for understanding the supports to FSL, a means of assessing those supports, and an assessment of the current system. Criteria for success were organized into three main areas: issues of enrolment, of quality, and of accountability. Canadian Parents for French (CPF) hopes that this information will stimulate informed debate leading to a strengthening of FSL programs across the country.


Canadian Parents for French today unveiled its second annual report on The State of French-Second-Language Education in Canada 2001.  The report compiles facts, figures, and research into a comprehensive view of the current situation of French-second-language (FSL) education nationwide.  New to the report this year is a school self-assessment tool


For this year’s report, we have gathered enrolment statistics directly from ministries of education, and present information about the federal-provincial action plans for governmental support of FSL programs.  Another significant initiative is the analysis of the shortage of qualified teachers.  We hope that the results of this study will give provincial ministries of education and school districts a more complete and accurate picture of the issue of teacher supply for French second language schools.


Highlights the new Action Plan for Official Language and other positive developments in federal support for FSL education. Positive changes that will increase access to quality FSL education and improve accountability about the delivery and funding of FSL education. CPF’s first annual “Bellwether” survey reports the perceptions and predictions of a network of well-placed and knowledgeable informants.

Also included are French-second-language enrolment summary statistics and method for calculating attrition within FSL programmes is explained.  CPF offers its perspective on the changes needed to enhance the policy environment for FSL education in Canada.


This year’s edition of the State of French-Second-Language Education in Canada focused on Core French programs. Post-secondary students who attended senior high school Core French courses were interviewed to determine what they viewed as positive aspects of Core French, what they felt could have been done to enhance the program and if they now wished they had studied more French in high school. The report will describe extended and intensive French programs and provide a starting point for discussing the potential of these programs to contribute to the realization of the federal Action Plan’s goals.

CPF has also undertaken a literature review of material on Core French and alternate delivery models. Another component will be a “mini study” of Extended French programs in Ontario, which will discuss whether Extended French programs have the potential to achieve the 2013 goal. Other elements of the report will include the second annual update of the 2002 French-second-language teacher shortage survey, current FSL enrolment data and a description of the status of national and provincial support for French-Second-Language education.


Canadian Parents for French launched their 2005 Annual Report in Ottawa on January 27, 2006.  The Report focuses on post-secondary French second language studies and high school French second language programs.


This evaluates the progress made by the Government of Canada and provincial/territorial ministries of education toward achieving the Government of Canada’s goal of doubling the proportion of high school graduates with a working knowledge of their second official language. We reviewed the recently signed Agreements of Minority Language and Second Official-Language Instruction 2005–2006 to 2008–2009 to determine the extent to which they addressed recommendations from the Action Plan for Official Languages and earlier evaluations of the Official Languages in Education Programs, as well as recommendations from a wide range of FSL stakeholders.


The focus of this year’s report is on ensuring equitable access to FSL programs for all students in Canada. Guest commentaries by FSL experts address policies and practices that limit access. They speak to the need to encourage and include under-represented groups ─ allophone students academically challenged students and students in small and rural school districts where low student populations make offering a variety of programs challenging.


This report’s focus is on striving for equitable access to French-second-language (FSL) programs for students across Canada. An example of the current inequities in FSL programming in Canada is the lack of access to FSL studies for students from Allophone families, or those that speak neither French nor English as a first language. Callie Mady, Ph.D., was a contributor to the report.

The 2012 report highlights the unique obstacles faced by students with learning difficulties in an FSL environment. The report features summaries of presentations by six researchers studying this subject in Canada to a roundtable of diverse participants in June. The roundtable included representatives from CPF, researchers, federal and provincial government officials, school board officials, academics, and other stakeholders concerned with accessibility in FSL programming.

The 2017 report explores current French as a second language research findings which focus on student experience, proficiency, and inclusion.

This report reviews research published between 2000 and 2016 that focused on French as a second language teachers, identifies current research trends and makes recommendations for further studies needed to address gaps in the research.

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