In Didactique du français en contextes minoritaires, researchers use the literature from the fields of sociology, linguistics, cognitive psychology, and education, to report on the research and theory on the teaching of French in a linguistic minority context.

Throughout the chapters, the authors highlight the need for a French language instruction that is not only meaningful but also takes into account the specific characteristics of students in Francophone minority communities in Canada.

Authors take a humanistic approach and lay the groundwork for a French language instruction that—to allow learners to achieve the academic standards that would help them thrive in society—is based on their personal realities, academic trajectories, backgrounds, strengths, and challenges.

Published in French.

Contributions by: Alexandra Girard, Carole Fisher, Cécile Bullock, Claude Quevillon Lacasse, Diane Dagenais, Francis Bangou, Gail Prasad, Ginette Plessis-Bélair, Marianne Cormier, Marie-Paule Lory, Nathalie Auger, Paule Buors, Rosianne Arseneau, Sara Schroeter, Sylvie Huard-Huberdeau