Assessing Language Proficiency of FSL Teacher Candidates: What Makes a Successful Candidate?

Abstract

Candidates applying to the FSL teaching option at the Faculty of Education, University of Ottawa have to take tests of both their oral and written French skills as part of the entrance requirements, resulting in a low pass rate. This study examines the background factors which may be related to the development of their French proficiency in order to try to determine what makes a candidate successful on the test. Of the 63 candidates who participated, an almost equal number were successful (N = 33) and unsuccessful (N = 30), making it possible to do a variety of analyses regarding any differences in background factors between the two groups. Several factors were uncovered which appear to influence performance. The implications of the findings are discussed as well as the broader issues of what constitutes a valid French proficiency level for teachers and how to ensure that future candidates can meet that level.

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