Pathways for Decolonial FSL Literacies in Teacher Education

This research has been guided by an impetus for transformative educational change and a desire to broaden a vision for a renewed FSL (French as a Second Language) teacher education space. Within this broader context, I inquired about how French can be utilized as a decolonial language within French as a Second Language (FSL) teacher education, alongside the institutionalization of Indigenous Languages. Through the interplay of critical social justice education principles with educational praxis (Freire, 1972), Pathways for Decolonial FSL Literacies in Teacher Education (PaDFLiTE), a research-based pedagogical tool, was developed in response to two overarching imperatives: 1) to support transforming (educators’) self-awareness and praxis, and 2) to respond to the urgency to offer classroom implementation resources in support of decolonization. I have engaged with the concept of ethical spaces of engagement (Cree scholar Ermine, 2007) in support of UNlearning and RElearning, which are necessary for the emergence of new encounters between Indigenous and Euro-Western worldviews and pedagogies within the FSL teacher education space in B.C., extending to minority francophone settings, and beyond. This work supports the ongoing, multilayered process required in the current need to decolonize educational settings in Canada and beyond. This stance is reflected in its core social justice principle, which seeks justice and equity from a place of marginalization and systemic oppression, where Indigenous knowledges and ways of learning and being have been erased from the educational space. The eight modules also center on Indigenous authors’ work and scholarship. As a resource to propel future French settler teachers toward meaningful action, this research has demonstrated the pressing need to better equip future French teachers. It highlights the transformative power of teacher education. By empowering future French settler educators as agents of social change, this research contributes to an urgent call for an Indigenous-settler relational renewal (Donald, 2022) within the French educational space. As a minoritized and often marginalized language in Anglo-dominant contexts, I have proposed that a thoughtful engagement with PaDFLiTE can offer initial steps towards redefining the French language and teaching space as a more inclusive, diverse, and critically settler-aware language education space in an era of reconciliation. Globalement, cette recherche vise à explorercomment soutenir les enseignant.e.s. de français (FSL) actuels et futurs, à tailler un espace pour les perspectives et les pédagogies autochtones, là où dominent traditionnellement les théories, les textes et les approches plus euro-centrées et traditionnelles. Nous explorerons le contexte multilingue et multiculturel changeant, au niveau régional, provincial et national ainsi que des impacts sur l’enseignement et l’apprentissage du français en milieu M-12. Dans une perspective qui puisse reconnaitre et prendre en compte des complexités liées à l’enseignement du français, à la fois langue minorisée en milieu minoritaire, nous explorerons des implications pratiques potentielles dans un cadre qui soutient un engagement à la diversité, à l’inclusion et à la décolonisation. La relation entre les récits autochtones, les récits alternatifs et les approches ancrées dans l’enseignement du plurilinguisme et des multimodalités seront aussi explorées.

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