French-Language Education Policy at York University’s Glendon College for Anglophone French-Specialist Students

Abstract

A large percentage of students enrolled in French-language programs at Toronto’s Glendon College (York University, Canada) are Anglophones, mastering the French language in order to use it in their professional lives. In order for these students to attain high proficiency in all aspects of the language—reading comprehension, writing, and oral communication—they take French second-language courses—specialized courses for Anglophones. The purpose of this study is to research different policy levels at Glendon College geared to administrators, students, and faculty, in order to understand their opinions and attitudes towards French second language learning, as well as language policy at the College. Key members of staff were interviewed, and student opinions were collected through an online survey distributed on social media. The bilingual policies of other colleges and the recommendations of the Canadian federal government were also analyzed. The study reveals current issues in French second-language education and proposes potential solutions. In general, results show that Glendon College students experience a lack of consistency in the progression of French second-language courses, and that courses lack a focus on oral production. The study outlines possible solutions for these issues, and proposes creating an official language policy for Glendon College programs.