In 2023, the Ontario Ministry of Education launched a revised French curriculum framework for French-language schools. Faced with the linguistic heterogeneity that increasingly characterizes the province's school populations (Fleuret &Auger, 2019), the ministry, in the revised curriculum guidelines, invites teachers to make use of plurilingual approaches. These approaches are based on valuing and making the most of students' plural linguistic repertoires, enabling them to be recognized and appreciated for the complexity of their identities while promoting progressive learning of the language of instruction (Lory &Prasad, 2020). It is in this context that we conducted a descriptive study to document the plurilingual practices used by teachers in Ontario and Québec (n =20) to teach vocabulary, which is one of the most important dimensions of language learning and influences the development of reading skills (Anctil & Proulx, 2022). In this presentation, we will highlight the results of athematic analysis (Paillé & Mucchielli, 2021) of qualitative data from interviews with teachers working at different levels of schooling in Ontario. In line with the latest ministerial regulations, our paper will shed light on the practices of teachers who are moving away from the monolingual approach that has tended to underpin the teaching of French.
We encourage you to share this virtual event with your students and colleagues!

Photo de Joël Thibeault

Joël Thibeault


University of Ottawa (il/he)

Photo de Catherine Maynard

Catherine Maynard


Université Laval (elle/she)

Photo de Florence Reid

Florence Reid

Master's student

Université Laval (elle/she)

If you require accommodation, please contact the event host as soon as possible.
Date and time
Jan 25, 2024
12 p.m. to 1 p.m.
Format and location
General public
Organized by
Centre for Research on Educational and Community Service