Cultiver la confiance chez les élèves en salle de classe FLS en les motivant de participer

"The expert in anything was once a beginner." – Helen Hayes

Cultivating student confidence in French is essential for promoting oral participation and sustaining long-term engagement in French as a Second Language (FSL) programs. Research consistently highlights that linguistic confidence, a sense of competence, and perceived success strongly influence students’ willingness to speak French and to continue studying the language. When learners are provided with frequent opportunities for meaningful communication in supportive classroom environments, they are more likely to take risks, participate orally, and develop positive attitudes toward language learning. Studies focused on FSL participation in Ontario emphasize that affirming feedback, authentic communicative tasks, and inclusive instructional practices play a critical role in reducing language anxiety and strengthening student engagement.

Further research examining retention in FSL programs demonstrates a direct link between student confidence and persistence, particularly during key transition years. Learners are more likely to remain in French programs when they feel capable, valued, and supported through differentiated instruction that recognizes diverse linguistic starting points. Conversely, low confidence has been identified as a significant contributor to attrition in secondary grades, underscoring the importance of intentional classroom practices that prioritize oral competence, engagement, and student voice.

In my classroom, I intentionally create a safe and supportive learning environment where errors are normalized and framed as a natural part of the language-learning process. I incorporate low-risk, high-engagement oral activities, such as small-group discussions, predictable oral routines, role-play, and short communicative tasks, to ensure that all students, regardless of proficiency level, experience consistent opportunities for oral success. These practices align with research-based strategies that highlight the importance of authentic communication in building motivation, self-efficacy, and sustained participation.

By valuing progress over perfection, celebrating oral contributions, and providing regular opportunities for students to express themselves in a differentiated and supportive environment, I directly support the goals identified in the research: strengthening linguistic confidence, improving communicative competence, and fostering long-term retention in FSL programs.

Ressources : 

Arnott, S. (2019). GIVING VOICE TO OUR CORE FRENCH STUDENTS: IMPLICATIONS   FOR ATTRITION AND THE DISCOURSE ON THE BENEFITS OF LEARNING FSL IN ONTARIO. McGill Journal of Education, 54(3), 519–541. https://doi.org/10.7202/1069768ar

Takam, A. F., & Gillis, S. A. (2021). French as second language management in Ontario secondary schools: achievements, issues, and prospects. SN Social Sciences, 1(6), Article 138. https://doi.org/10.1007/s43545-021-00157-y