Exploring Trends in 21st Century Canadian K-12 French as Second Language - Research: A Research Synthesis

Oct 15, 2026

This research synthesis investigates broader trends in K-12 French as a second language (FSL) published between 2000 and 2017. A database of 181 peer-reviewed articles was assembled and coded using NVivo 11 (Pro) to organize keywords and findings. Four recurring research topics emerged: literacy, French language form, French language instruction, and student background. The study synthesizes key findings for each topic and identifies gaps. It concludes with directions for future research, including non-immersion programs and work with First Nations, Métis, and Inuit communities.

LanguageEnglish

CategoryResearch & Report

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Pages25

Reading Time1 h 3 min

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Abstract

Introduction

Methodology

CJAL * RCLA Arnott, Masson, & Lapkin 60 Exploring Trends in 21st Century Canadian K-12 French as a Second Language Research: A Research Synthesis Stephanie Arnott University of Ottawa Mimi Masson University of Ottawa Sharon Lapkin Ontario Institute for Studies in Education (OISE), University of Toronto Abstract This research synthesis aims to investigate the broader trends in K-12 French as a second language (FSL) published research from 2000-2017 (inclusive) . We assembled a database of 181 peer-reviewed articles relating to FSL education to examine what we already know about specific issues. We used Nvivo 11 (Pro) to facilitate coding the articles for key words and findings (among other codes). Four prevalent research topics emerged in terms of frequency of occurrence: literacy, French language form, French language instruction, and student background. In this article, after exploring each issue by synthesizing main findings, we summarize what we know and what remains to be discovered about each topic. We conclude by suggesting relevant directions for future research, such as focusing on programs other than French immersion and working with First Nations, Métis, and Inuit communities to better understand FSL learning in these contexts. Résumé Cette synthèse de recherche vise à faire une enquête des tendances générales de la recherche publiée dans le domaine du français langue seconde (FLS) de la maternelle à la 12e année entre 2000-2017 (inclusif) . Notre base de données de 181 articles évalués par les pairs dans le domaine du FLS nous a permis d’extraire ce qu’on sait dans certains domaines spécifiques. Nous avons utilisé le programme Nvivo 11 (Pro) pour coder et analyser les mots-clés et les résultats (entre autres) de chaque article. Quatre thèmes en sont ressortis en termes de fréquence : la littératie, les formes de la langue française, la didactique du FLS et lescaractéristiques des apprenants. Dans cet article, nous discutons de chaque thème en synthétisant les résultats principaux ; ensuite, nous résumons ce que nous savons et ce qui reste à découvrir dans chaque domaine. En conclusion, nous offrons des pistes possibles pour les recherches à venir, telles que le besoin d’accroitre le nombre d’études effectuées dans les programmes de FLS autres que l’immersion française et le besoin de travailler davantage avec les communautés des Premières Nations, Métis et Inuits pour mieux comprendrel’apprentissage du FLS dans ces contextes. Canadian Journal of Applied Linguistics, Special Issue: 22, 1 (2019): 60-84 CJAL * RCLA Arnott, Masson, & Lapkin 61 Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis Introduction In 2015, the Canadian Standing Senate Committee on Official Languages conducted a study on best practices for language policies and second language (L2) learning in Canada. The committee identified research as a priority area for promoting and sharing good practices and for highlighting what makes for successful L2 programming. With regard to French as a second language (FSL) in particular, the study made an explicit call for more widespread dissemination of the latest research results in this area of official language programming. Since the turn of the century, numerous research articles and reports focusing on different aspects of Kindergarten to Grade 12 (K-12) FSL programming in Canada have synthesized findings from existing studies (e.g., Carr, 2009; Genesee, 2007; Lapkin, MacFarlane, & Vandergrift, 2006; Lapkin, Mady, & Arnott, 2009; Lazaruk, 2007; Mady, 2007) . While these analyses represent rich examinations of relevant topics, a comprehensive investigation of the broader trends in K-12 FSL published research has yet to be undertaken. As experienced scholars in the area of research syntheses advocate (e.g., H. M. Cooper, Patall, & Lindsay, 2013; L. Cooper & Hedges, 2009; Norris & Ortega, 2006), conducting a research synthe

FAQs

What time span and scope does the research synthesis cover?

It covers published K-12 FSL research from 2000 to 2017 and focuses on teaching and learning across Canada.

How were the included studies analyzed?

The synthesis assembled 181 peer-reviewed articles and used NVivo 11 (Pro) to code key words and findings for subsequent qualitative analysis.

Which research topics appeared most frequently in the literature?

Four prevalent topics emerged: literacy, French language form, French language instruction, and student background.

Oct 15, 2026

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