Immigrer et apprendre le français à l'ère de l'intelligence artificielle : étude interrégionale sur les enjeux de la francisation au Québec
Sub-Theme: Transforming Immigrant Employment Pathways
The interrelated projects under this sub-theme each examine a different dimension of how ADTs, particularly those powered by artificial intelligence, are transforming immigrant employment pathways in Canada.
Objective
This interregional research-action project investigates how budget instability, artificial intelligence, and learner plurilingualism impact adult French language education in Quebec. Combining empirical data and participatory methods, it aims to document the realities of “francisation” in six regions and to co-develop an open-access repertoire of inclusive, AI-integrated pedagogical practices. The project brings together educational actors and researchers to better support adult immigrants learning French in diverse and evolving contexts.
The project seeks to understand and improve the conditions of French language learning for adult immigrants in Quebec by analyzing how systemic factors—public funding fluctuations, the rise of AI, and recognition of plurilingual repertoires—affect educational practices. Through mixed-method research and co-construction with stakeholders, the project will generate a shared resource to enhance inclusive and effective teaching strategies across multiple regions.
Research Questions
- How have public funding fluctuations affected French teaching and learning conditions in recent years?
- What are the uses and implications of AI in adult French language instruction?
- How is learner plurilingualism accounted for in current teaching practices, and with what impact?
- What inclusive practices can be identified and shared across regions to support effective and equitable francisation?
Methodology
This mixed-method research-action project combines an online provincial survey, semi-structured interviews, and the collection of pedagogical materials. Quantitative data (SPSS) and qualitative data (NVivo) will be analyzed to identify patterns and contextual dynamics. A practitioner committee will guide the development of a digital repository of inclusive and AI-informed best practices, with regular consultation and iterative co-design. Six Quebec regions are involved, and student researchers from three academic levels will participate throughout.
Status
The project is ongoing and currently in the data collection phase.
Expected completion date: March 2027
Keywords
French as a second language; plurilingualism; Artificial Intelligence; language education; inclusion
