Centering Social Justice and Well-Being in FSL Teacher Identity Formation to Promote Long-Term Retention
DOI:
https://doi.org/10.37119/ojs2024.v29i2.723Abstract
The French as a second language (FSL) teacher shortage crisis has been a longstanding issue in Canada. In this paper, we examine the links between teacher agency, autonomy and identity in light of findings about marginalization, deprofessionalization, and/or difficulty in developing a strong sense of identity. Taking these findings into account, we propose an FSL teacher preparation model rooted in social justice and well-being which centers identity development through four pillars for success: language proficiency, intercultural competence, pedagogical knowledge and skill, and collaborative professionalism. We examine the implications of taking such an approach in FSL teacher preparation and argue that applying a social justice lens to identity development sets FSL teachers up for effective professionalization and a sense of well-being that can lead to long-term retention in the field.
Keywords: French as a second language, language teacher identity, teacher retention, social justice, well-being
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Copyright (c) 2024 Mimi Masson
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