In this two]year ethnographic study, I critically examined the problematic nature of
the construct French as a Second Language (FSL), drawing specifically from the lived
experiences of Canadian youth of Italian origin, participating in a teacher education
course to prepare teachers of French. Using discourse analysis of interviews, observations,
and focus groups, I found that participantsf social identities and linguistic practices
were complex and varied. However, current FSL policies and practice do not
reflect such diversity or multidimensionality. To conclude, I demonstrate the importance
of making some gwiggle roomh regarding the construction of French as a Second
Language (FSL) to reflect a more pluralistic society.