This Report opens with a review of the research in the current millennium relating to FSL teaching and teachers, both preservice and inservice. Mimi Masson, Stephanie Arnott and Sharon Lapkin report that most of the studies occurred in French immersion settings and involved teacher perspectives and needs, as well as approaches to teaching. Areas emphasized for teacher professional development include inclusive pedagogy, CEFR-informed teaching practices, digital literacies and attitudes towards English language learners (ELLs). The review highlighted a need for studies of FSL teacher proficiency and acknowledged a welcome trend involving teacher-led research where teachers are viewed as experts and knowledge creators.

Electronic reproduction.

Preface -- Teachers in K-12 FSL Programs:What Issues are Top of Mind in 21st Century Research? / Mimi Masson, Stephanie Arnott, Sharon Lapkin -- Guest Commentaries -- Meeting Labour Market Needs for French as a Second Language Instruction in Ontario / David Jacks-- Core French Teachers in British Columbia: Where Are We Now? / Wendy Carr -- Towards a Better Understanding of FSL Teacher Identity: Implications for Professional Practice / Meike Wernicke -- Towards a Common Framework of Reference for Language Teacher Competence: Supporting Language Teachers / Joseph Dicks -- FSL Teachers ... In the News -- Recommended Reading -- National French as a Second Language Education Reviews -- Provincial and Territorial Policy Documents and Reports on FSL Education -- Agenda for Change -- CPF Position Statements -- Glossary -- State of FSL References - cpf.ca/en/state-of-fsl-report-references -- FSL Enrolment Statistics - cpf.ca/en/research-advocacy/research/enrolmenttrends.