The Journey to French Immersion: Reflections of Pre-service Teachers

Abstract

How often do we take the time to look back and consider how our past has influenced our choices and shaped our identity? In today’s complex language classrooms, a strong pedagogical approach and teaching identity are important components in addressing the needs of language learners (Roy & Byrd-Clark, 2018; Costa & Norton, 2017; Smyth, 1989; Kondrat, 1999). A small group of pre-service French Immersion (FI) teachers were given the opportunity to reflect on their experience as FI students and consider how it shaped their identity and outlook as future FI teachers.