Findings

All of the data that was collected in stages 1 and 2 of the study was compiled and analyzed using thematic analysis, critical discourse analysis, and content analysis. I list the major findings below. For complete findings and methodology, consult the dissertation: Monologues from the margins: Voices and experiences of racially minoritized French immersion students

Minimal Diversity in Curriculum

Cultural Learning

In Ontario French as a second language (FSL) courses, students are required to learn about different cultural groups in every course. However, participants in both stages expressed that they learned very little in their personal experiences, and when they did, there was an emphasis on White cultures from Quebec and/or France.

"it was verbs and nothing" - Stage 1 participant
"In Ontario our curriculum contains explicit expectations around intercultural awareness that teachers seem to conveniently ignore." Stage 2 participant
students need “more cultural exposure” - Stage 2 participant

Whiteness

When it came to representation, most cultures and races studied were White people.

"White protagonists with White stories ... [and] White parts of history. So, there’s not really much like actual Black representation" - Stage 1 participant
“the stuff we study in class. It’s all mostly about white people, however I am noticing an effort to have more representation in the material we study.” - Stage 2 participant
“It’s a missed opportunity not to talk about la Francophonie around the world.” - Stage 2 participant
“the overarching orientation was that this diversity is inconsequential for learning French” - Stage 2 participant

Racially Minoritized Teachers

When diversity was present in their learning, it was because students had racially minoritized teachers.

"most of my teachers were diverse and ethnic groups ... [they] implemented a little bit of their culture within the subjects."

Racism

Racism was reported at all levels in Stages 1 and 2 of the study. Students, teachers, administrators, and staff were all named as perpetrators of racism. Concerningly, a Stage 1 participant remarked that it was "just common knowledge" who was racist within their school and they knew who to avoid.

The most prevalent elements of racism were:

Slurs
"Jokes"
Friend group segregation (conscious and unconscious)
Unequal treatment and consequences (ex. suspensions, police being called, being punished for having emotions, etc.)
“white people committing microaggressions with little or no awareness” - Stage 2 participant

Findings indicated a pressing need for antiracist pedagogy in FSL classrooms and antiracist training for FSL teachers, administrators, and staff.

French Proficiency & Identity

French Proficiency & Confidence

As has been well-documented by other research and journalism, many FI graduates do not feel strong in their French speaking skills. None of the stage 1 participants felt confident in their French and several stage 2 participants agreed that FI did not prepare them to speak French. Participants all highly agreed that French programs should take an action-oriented approach to make French learning more applicable and hands-on.

“I feel like he [French teacher] kind of just gave up … this year especially I didn’t feel as welcome in the class because I felt kind of like it was like the teacher thought I was a lost cause.” - Stage 1 participant
“More opportunities are needed to practice oral French in contexts other than language classes.” - Stage 2 participant

White French Identity

Stage 1 participants reflected that they did not identify as French speakers at all, despite studying in French for nearly their entire academic careers. They made a connection between the stereotypical French speaker and White men. A Stage 2 participant reflected that people were "surprised" she could speak French since she is visibly East Asian. Another said:

"As a racialized woman, people are always shocked that my French is excellent. I always have to share my personal background to let people know my father is Québecois. It is a constant slap in the face when people judge you before they get to know you. It is like a racialized woman could not be French." - Stage 2 participant

Limitations

This was a small study with only 3 participants in stage 1 and 39 in stage 2. Findings are not generalizable beyond this study. They instead point to important lines of inquiry for future research that is more comprehensive. Despite the small numbers, the prevalence of racism in both stages points to a need to take antiracist action now.