Learning Opportunities

Please note that this session is hosted by a network of French Immersion Administrators that exists in British Columbia. The network lead, Tara Zilienski (Principal in West Vancouver School District), has invited Alberta Administrators to join the session. The BC network is interested in extending netowrking opportunities with Adminstirators in Alberta.

For the majority of French Immersion teachers in Canada outside of Québec (ACPI,
2019), French is an additional language (L+). Working in one’s non-dominant
language comes with complicated and contradictory implications, some of which
we are unaware of until someone points them out. It is not as simple as feeling a
bit of linguistic insecurity.
When the term “linguistic insecurity” first became used in the context of L+
teachers, many of us felt seen and were comforted by the company of others who
felt the same way about our French. However, the issue goes beyond our personal
insecurity and requires that we collectively consider what makes a bilingual person
feel like a legitimate user of an additional language. One of the most compelling
reasons for being an L+ French teacher is that we experienced something powerful
as a student that we wish to pass on to our own students. There is a longing to be a
part of this linguistic community, yet a strong feeling of non-belonging is felt when
the only aspects of our linguistic identity visible to others are our accent and
competence in French. Being bilingual is so much more than how we speak, and
most people who work in their dominant language (L1) may not realize it.
Administrators are well positioned to support L+ teachers in FI in our endeavour to
become inspiring role models for our young French learners. Still, it requires
understanding the complex aspects of a bilingual life. Doing so will help us better
support our French Immersion students, who may face the same dilemmas as
bilingual adults.
This workshop aims to help administrators and educators better understand life as
a bilingual person and offers suggestions to support the legitimacy of bilingual teachers.

Target Audience

School-based Administrators, Instructional/Learning Coaches, District Leaders/Consultants, Educational/Instructional Assistants