Exploring the Use of Communities of Practice as Professional Development for French as a Second Language Teachers

Oct 15, 2026

In Canada, French as a second language (FSL) teachers report a shortage of professional learning opportunities tailored to their needs and interests. This study implemented a four-month professional development series for FSL teachers in an Ontario school board using a community of practice (CoP) framework. Data from pre-/post-questionnaires and participant interviews were analyzed using Wenger et al. (2011). Findings indicate immediate and potential participant value, without clear applied value or reported changes in FSL teaching practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

Background and Need

Professional Development Gaps for FSL Teachers

Policy and Program Developments in Ontario

Research Gap

Limited Evidence for CoP Models with Second Language Teachers

Study Approach and Analysis

Four-Month CoP-Based PD Series

Data Collection and Wenger et al. (2011) Analysis

Key Findings

Immediate and Potential Value, Limited Practice Change

Exploring the Use of Communities of Practice as Professional Development for French as a Second Language Teachers Adam Kaszuba University of Ottawa Callie Mady Nipissing University Daniel Jarvis Nipissing University Abstract In Canada, French as a second language (FSL) teachers have indicated a lack of professional learning opportunities adapted to their needs and interests. In order to support their ongoing development, more research is needed to study professional learning models that address their unique set of knowledge and skills, such as language proficiency, intercultural awareness, pedagogy, and collaborative professionalism (Masson et al., 2024) . To respond to this need, this study implemented a four-month professional development series for FSL teachers in an Ontario school board based on a community of practice (CoP) framework. Data was collected through pre-/post-questionnaires and participant interviews and analyzed through Wenger et al.’s (2011) cycles of value creation. The results show that while the CoP initiative created immediate and potential value for participants, it did not necessarily lead to an applied value, or reported changes to the FSL teachers’ practice. Résumé Au Canada, les enseignants de français langue seconde (FLS) ont signalé un manque d'occasions d'apprentissage professionnel adaptées à leurs besoins et intérêts spécifiques. Pour soutenir leur développement continu, il est nécessaire de mener davantage de recherches sur les modèles d'apprentissage professionnel qui tiennent compte de leur ensemble unique de connaissances et de compétences, incluant la compétence linguistique, la sensibilisation interculturelle, la pédagogie et le professionnalisme collaboratif (Masson et al., 2024) . Pour répondre à ce besoin, cette étude a mis en œuvre une série de perfectionnement professionnel de quatre mois pour les enseignants de FLS d'un conseil scolaire de l'Ontario, basée sur un cadre de communauté de pratique (CdP) . Les données ont été recueillies au moyen de questionnaires avant/après et d'entretiens avec les participants, puis analysées à l'aide des cycles de création de valeur de Wenger et al. (2011) . Les résultats montrent que, bien quel'initiative CdP ait créé une valeur immédiate et potentielle pour les participants, elle n'a pas nécessairement conduit à une valeur appliquée ou à des changements dans la pratique desenseignants de FLS. Exploring the Use of Communities of Practice as Professional Development for French as a Second Language Teachers In Canada, there has been a long-term concern that professional development (PD) opportunities are often not available nor adapted to the needs of French second language (FSL) teachers (Day & Shapson, 1996; Knouzi & Mady, 2014; Lapkin et al., 2009; Mollica et al., 2005; Office of the Commissioner of Official Languages [OCOL], 2019) . In addition to language skills and pedagogical knowledge, Masson et al. (2024) argued that PD opportunities must provide FSL teachers the occasion to develop their collaborative professionalism. Among the multiple avenues which can foster collaborative professionalism, communities of practice (CoP) have been leveraged across Ontario, the site of this current study, to support the learning needs of teachers generally (Hargreaves & O’Connor, 2018a; Stagg-Peterson et al., 2011) and language teachers specifically (Ontario Public School Boards’ Association [OPSBA], 2021) . Recognizing that the professional learning journeys of teachers, and the supports they need, are unique and change according to their teaching subjects (Campbell, 2018), the Ontario Ministry of Education (OME) revised their policy and programs to encourage professional learning structures, such as CoP, to inspire adaptability, responsiveness, and relational accountability in PD design (OME, 2016) . In support of this policy, the OME released a new version of the New Teacher Induction Program [NTIP](OME, 2021) calling for new tea

FAQs

Why does this study focus on professional development for FSL teachers?

FSL teachers in Canada have indicated a lack of professional learning opportunities adapted to their needs and interests, prompting a need for models that address their knowledge and skill areas.

How was the professional development implemented in this study?

The study used a four-month professional development series for FSL teachers in an Ontario school board, designed around a community of practice (CoP) framework.

What data and analytical approach were used to evaluate outcomes?

Pre-/post-questionnaires and participant interviews were collected, and results were analyzed through Wenger et al. (2011) cycles of value creation.

Oct 15, 2026

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