Eric Keunne

BA, B.Ed, MA, M.Ed, Ph.D Candidate

French as a Second Language (FSL) Education • Teacher Preparation • Comparative & International Education Policy

Eric Keunne is a teacher educator, K-12 School Principal in Ontario, Canada, and doctoral researcher whose work advances French as a Second Language (FSL) education, teacher preparation, and minority-language schooling. With nearly two decades of experience across Cameroon, the United Kingdom, and Canada, he bridges research, policy, and practice to strengthen the preparation and long-term retention of French-language educators.

~20 Years of experience
3 Education systems: Cameroon • UK • Canada
Scholar-practitioner bridging research, policy, and practice
About Eric Get In Touch
FSL Education
Teacher Preparation
Research & Policy
Eric Keunne — teacher educator and school leader

About / Profile

Scholar-practitioner in FSL education and teacher preparation

Eric Keunne

Profile

Originally trained as a secondary teacher in Cameroon, Eric later completed graduate studies in International Development and Education in the United Kingdom before establishing his career in Canada across K–12 education, district leadership, and university teaching.

He bridges research, policy, and practice to strengthen the preparation, professional integration, and long-term retention of French-language educators—particularly in contexts shaped by linguistic diversity, migration, and equity imperatives.

Focus areas

FSL education (Core / Extended / Immersion) Teacher education & professional learning Minority-language schooling & bilingual education policy Internationally educated teacher integration Equity, identity, and inclusion in language education Comparative & International Development Education

Academic and Professional Experience

University teaching, K–12 leadership, and policy engagement

My professional trajectory spans Cameroon (West Africa), the United Kingdom, and Canada, and reflects a sustained commitment to strengthening language education, teacher preparation, and educational equity across diverse institutional and sociolinguistic contexts. Across these settings, my work has consistently focused on how educational systems prepare teachers, support students, and respond to changing linguistic and social realities.

I began my career in education in Cameroon, where I trained as a secondary school teacher in French and English as second languages and developed an early interest in the relationship between language learning, identity, and social opportunity. This foundation led me to pursue graduate studies in International Development and Education at the University of Newcastle Upon Tyne (United Kingdom), where I deepened my engagement with comparative education, language policy, and the global dynamics shaping educational systems.

Since settling in Canada, I have worked across multiple levels of the education system, including classroom teaching, department leadership, district-level programming, school administration, and university instruction. This combination of international training, system-level leadership, and postsecondary teaching now informs both my research and my pedagogy, positioning my work at the intersection of schools, universities, and policy environments.

I have taught in both teacher education and French language programs, supporting students preparing to teach French in Ontario schools as well as undergraduate and adult learners developing advanced French proficiency.

Brock University, Faculty of Education

FSL Instructor & Curriculum Developer

  • Designing and co-teaching courses on teaching French in Ontario schools
  • Teaching courses on the Ontario FSL curriculum and pedagogical approaches
  • Supporting teacher candidates in linking theory, curriculum expectations, and classroom practice
  • Mentoring students in lesson design, assessment planning, and practicum preparation
  • Contributing to program discussions on equity, recruitment, and teacher retention

York University – Glendon Campus

Course Director & Curriculum Developer, French Department

  • Designed and taught a senior-level course on Francophone educational systems
  • Led seminars connecting language policy, schooling, and comparative education
  • Integrated research-based discussions on bilingual education and minority-language schooling
  • Supported students in developing analytical and research skills in French

Camerise FSL Hub

Research Assistant

  • Conducting environmental scans and stakeholder consultations
  • Supporting the development of teacher education resources aligned with Ontario College of Teachers guidelines
  • Participating in knowledge mobilization initiatives with school boards and universities

Seneca College

French Language Instructor

Taught French language courses with adult learners across proficiency levels and designed communicative, CEFR-aligned curriculum emphasizing structured progression and learner autonomy.

Across these roles, my university teaching is characterized by:

  • Strong integration of research, policy, and practice
  • Emphasis on explicit instructional design
  • Attention to equity and linguistic diversity
  • Preparation of students for professional and institutional realities

Alongside my university teaching, I have built an extensive career within Ontario's K–12 education system, where I currently serve as a Principal in a French-language secondary school.

Principal

French-language secondary school, Ontario

  • Lead academic programming across elementary and secondary panels
  • Supervise instructional practice, student success, and school improvement planning
  • Mentor early-career and internationally educated teachers
  • Strengthen partnerships with Francophone families and community organizations
  • Lead initiatives focused on equity, student well-being, and inclusive programming

Vice Principal

French-language and English-language secondary schools

Supported instructional leadership, student engagement, and professional learning across departments.

District-Level Roles

Instructional Leader — Equity and Human Rights | Program Lead — Welcome Centre

  • Designed and implemented district-wide programs supporting newcomer and multilingual students
  • Led professional learning on culturally responsive pedagogy and inclusive curriculum design
  • Developed transition supports for newly arrived families and internationally educated educators

Secondary Teacher & Department Head

Curriculum Leader

  • Led French and language departments
  • Supported new teacher induction and mentorship
  • Coordinated curriculum implementation and assessment practices
  • Developed initiatives linking language education with global citizenship and intercultural learning

This sustained engagement in schools allows me to bring current classroom realities, curriculum demands, and institutional dynamics directly into my university teaching and research.

Beyond formal teaching and leadership roles, I am actively involved in professional organizations and policy-related initiatives connected to language education and teacher preparation.

Professional Engagement

  • Advisory work on the integration of internationally educated teachers into French immersion programs
  • Participation in provincial and national consultations on French teacher recruitment and retention
  • Contributions to professional learning initiatives and knowledge mobilization projects
  • Leadership roles in Francophone educational and community organizations

Conference Organization

Co-organizer and secretariat for an international conference on official bilingualism in Cameroon, bringing together scholars, educators, and policy actors to examine language policy and education in multilingual contexts.

Through these engagements, I aim to contribute not only to academic scholarship, but also to the professional and institutional ecosystems that shape language education in practice.

Taken together, my experience across Cameroon, the United Kingdom, and Canada has allowed me to work within different educational traditions while maintaining a consistent focus on language education, teacher preparation, and educational equity.

This trajectory informs my identity as a scholar-practitioner whose work connects classroom teaching, teacher education, educational leadership, policy engagement, and research on language and schooling. These experiences now shape both my teaching and my research, and they continue to guide my commitment to preparing educators who are pedagogically strong, socially responsive, and capable of working in diverse linguistic and institutional contexts.

Teaching Philosophy

Language education as intellectual formation and professional responsibility—including identity, intercultural understanding, and equitable access.

My teaching is grounded in the conviction that language education is both an intellectual formation and a professional responsibility. In French as a Second Language contexts, teaching extends beyond linguistic acquisition to include identity development, intercultural understanding, and access to educational, social, and professional pathways.

Shaped by nearly two decades of work across K–12 education, district leadership, and university teaching in Canada, as well as doctoral research on minority-language schooling, my approach recognizes that pedagogical decisions are inseparable from institutional structures, linguistic realities, and questions of equity.

Intentional instructional design

Careful planning of learning goals, sequences, and assessment so that every lesson serves language development and learner agency.

Inclusive and responsive pedagogy

Teaching that responds to diverse identities, backgrounds, and needs so all students can thrive in FSL and bilingual settings.

Integration of research, curriculum, and practice

Bridging scholarship, policy, and classroom practice to strengthen teacher preparation and professional learning.

Ultimately, I view teaching as the formation of reflective practitioners, confident language users, and engaged citizens prepared to contribute to diverse educational communities.

Teaching & Leadership Contributions

Areas of sustained contribution across teacher education and schools

FSL Teacher Education

Course design, pedagogy, and practicum support for future FSL educators in Core, Extended, and Immersion contexts.

Course & Curriculum Design

Development of university and college courses aligned with Ontario curriculum and OCT standards.

Mentorship & Practicum Preparation

Mentoring teacher candidates in lesson design, assessment, and readiness for the practicum.

Instructional Leadership & Professional Learning

Leading and facilitating professional learning for practicing teachers and school leaders.

Equity & Inclusion in Language Education

Advancing equitable access, identity-affirming practices, and inclusion in FSL and minority-language settings.

Teaching Materials

Sample syllabi, assignments, and resources — view or download

My teaching materials are designed to support the development of linguistic competence, pedagogical understanding, and professional readiness. Whether in French language courses or teacher education contexts, I approach course design as a structured process that connects disciplinary knowledge, instructional practice, and real educational environments.

Across my teaching, materials are developed to ensure that students not only acquire knowledge, but also learn how to apply it in authentic academic, linguistic, and professional situations. I therefore design syllabi, assignments, and assessment frameworks that make learning pathways visible and that support gradual progression from guided learning to independent practice.

Across courses, my teaching materials are guided by several core principles:

Explicit learning objectives

Students benefit from knowing what they are expected to learn and why each task matters.

Progressive skill development

Activities build sequentially so that students move from guided practice toward increasing independence.

Integration of theory and classroom application

Assignments connect academic concepts to teaching practice, curriculum expectations, and real educational contexts.

Opportunities for reflection and revision

Students are encouraged to view learning as developmental, with structured feedback supporting improvement.

Alignment with Ontario curriculum and professional standards

Teacher education materials reflect provincial frameworks, classroom realities, and expectations for professional practice.

These materials reflect my broader commitment to designing courses that are structured, inclusive, and professionally meaningful. By making learning processes visible and by connecting assignments to authentic contexts, I aim to help students:

  • Develop confidence as language users
  • Understand how pedagogical decisions shape learning outcomes
  • Build transferable skills for teaching and professional collaboration
  • Engage critically with language education in contemporary contexts

Through intentional course design and carefully structured materials, my goal is to support students in becoming confident language users, reflective educators, and engaged professionals who are prepared to contribute to diverse educational environments.

  • All
  • Teaching Materials
  • Course Design
  • Professional Learning
  • Research / Knowledge Mobilization

Research Program and Scholarly Work

Doctoral and collaborative research in FSL, teacher integration, and language policy

Eric’s research focuses on the preparation, professional integration, and retention of French-language educators, with particular attention to internationally educated teachers and minority-language schooling. His work sits at the intersection of teacher education, language policy, and equity.

Drawing on sociolinguistic, educational, and policy perspectives, my research examines how teacher preparation structures, certification pathways, and institutional expectations shape both teacher development and student opportunity in minority-language contexts.

Integration of Internationally Educated Teachers

My doctoral research in Francophone Studies at York University examines the professional integration of internationally educated teachers in Ontario's French-language and French immersion school systems.

Using qualitative and ethnographic approaches, this project explores how teachers trained abroad:

  • Navigate certification and institutional entry pathways
  • Interpret professional expectations in Ontario schools
  • Negotiate linguistic legitimacy and professional identity
  • Experience inclusion, recognition, or marginalization in minority-language settings

By focusing on the experiences of teachers trained in Cameroon and comparable contexts, the project addresses broader questions of transnational teacher mobility, recognition of professional capital, and equity in access to the teaching profession.

This research contributes to ongoing discussions on teacher recruitment, retention, and workforce sustainability in French-language education in Canada.

Beyond the dissertation, my research program develops across three interconnected strands that together examine how language education systems function across policy, practice, and professional trajectories.

Teacher Education and Professional Learning in FSL Contexts

A central strand of my research focuses on how universities and school systems prepare teachers of French and support their development across the professional lifecycle.

This work examines:

  • Recruitment and retention of FSL teachers
  • Teacher preparation models in minority-language contexts
  • Instructional approaches that support engagement and student success
  • Professional learning structures that sustain long-term teacher development

Within this strand, I am developing a major research-informed project on explicit instruction in French as a Second Language education in Canada, examining how structured instructional approaches influence:

  • Student engagement and persistence in FSL programs
  • Linguistic development across Core, Extended, and Immersion contexts
  • Equitable access to high-quality language learning

This research aims to contribute both to scholarly debates in second-language pedagogy and to practical tools for teacher education programs and school systems.

Language Policy and Minority-Language Schooling

A second strand of my work examines how language policies are interpreted and enacted within educational institutions and classrooms.

This research explores:

  • How bilingualism is operationalized in curriculum and teacher education
  • How institutional structures shape language hierarchies and access
  • How migration and demographic change reshape minority-language schooling
  • How policy discourses influence teacher positioning and student experience

Building on my previous publications in language policy and bilingual education, this strand contributes to comparative discussions across Francophone, postcolonial, and multilingual contexts.

Collaborative Research and Knowledge Mobilization

A third strand of my research focuses on collaborative inquiry with schools, teacher education programs, and professional organizations.

I am particularly interested in projects that:

  • Involve teachers and school leaders as research partners
  • Produce resources for professional learning and curriculum development
  • Connect academic research with classroom practice and institutional decision-making

This approach reflects my belief that scholarship in education should contribute not only to academic knowledge, but also to professional practice, policy development, and community engagement.

My research program is supported by an active and growing record of scholarly work situated at the intersection of language education, bilingualism, teacher preparation, and educational equity. Across publications, edited volumes, conference presentations, and collaborative initiatives, I aim to produce scholarship that connects theoretical inquiry with professional practice and policy development.

Through this work, I seek to develop a sustained program of scholarship that is:

  • Theoretically rigorous
  • Empirically grounded
  • Pedagogically relevant
  • Socially engaged

I am guided by the conviction that language education sits at the intersection of pedagogy, policy, and social inclusion. By examining how teachers are prepared, supported, and positioned within educational systems, my work seeks to contribute to more equitable and sustainable futures for French-language education in Canada and internationally.

Research Vision

Publications & Presentations

Peer-reviewed work, edited volume, and refereed conference presentations

Peer-reviewed publications (selected)

Books, chapters, and journal articles

  • Carroll, S. M., Masson, M., Grant, R., & Keunne, E. (2025). It’s (in)escapable: Critically reflecting on a second language curriculum in a settler colonial context.
    The Modern Language Journal, 109(3).
  • Jefford, M., Fossi, A., & Keunne, E. (2023). Postcolonial legacies of conflict: Educational language policies and resource exploitation.
    In B. Farhadi (Ed.), Peace as Liberation (pp. 139–154). Springer.
  • Keunne, E. (2022). Équité, diversité et inclusion dans le système éducatif canadien.
    In M. Masson, H. Elsherief, & S. Adatia (Eds.), Every Teacher Is a Language Teacher (Vol. 2, pp. 122–135). University of Ottawa Press.
  • Keunne, E., & Péguret, M. (2023). La compétence interculturelle en action à travers la pédagogie ARI.
    The Immersion Journal, 45(2), 20–24.
  • Keunne, E., & Sangha-Bosland, K. (2022). “Isolated and disengaged”: The impact of racism on newcomer students and families during COVID-19.
    In B. Farhadi & S. Winton (Eds.), The Crisis Continuum and the Role of Public Education in a Just Recovery (pp. 37–39). Canadian Centre for Policy Alternatives.
  • Keunne, E., & Tchouala Meli, D. (2025). La dynamique de la diversité culturelle et de la transmission linguistique dans les paroisses francophones de Welland et de Limbé.
    In M. N. Ntedondjeu (Ed.), Le religieux : Perspectives pluridisciplinaires. Éditions Pygmée.
  • Masson, M., Carroll, S., Grant, R., Keunne, E., & Coulombe, E. (2024). Un enseignement des langues inclusif.
    Journal de l’immersion de l’ACPI, 46(3), 46–50.

Edited scholarly volume

  • Mpoche, K., Fassé, I., Keunne, E., & Tallé, A. (Eds.). (2026). Sixty Years of Official Bilingualism in Cameroon (1961–2023): Policies, Practices and Perspectives. Les Éditions du Schabel Canada.
    (Co-editor; also served as co-organizer and secretariat of the international conference from which this volume emerged.)

Refereed international conference presentations

  • American Association for Applied Linguistics (AAAL), 2022
    Keunne, E., de LiraSilva, T., & Fossi, A.
    Fostering inclusivity and equity in Ontario’s French as a second language education: Teachers’ key role.
  • CLD International Conference, OISE – University of Toronto, 2025
    Keunne, E. — Presenter.
  • Ethnography in Education Research Forum, University of Pennsylvania, 2026
    Keunne, E.
    Leadership, legitimacy, and the making of educational truths.
  • Languages Without Borders Conference, CASLT, Montreal, 2025
    Keunne, E. — Featured Speaker.

Scholarly Engagement and Knowledge Mobilization

In addition to formal publications and conference presentations, my work involves ongoing collaboration with:

  • Teacher education programs in Ontario
  • School boards and professional associations in French-language education
  • Research networks in applied linguistics and bilingual education
  • International partners in Francophone and comparative education

Through these partnerships, I aim to produce research that informs both academic debates and educational practice, contributing to stronger teacher preparation pathways and more inclusive minority-language education systems.

Evidence of Teaching Effectiveness

Student feedback, curriculum impact, mentorship outcomes, and institutional contributions

My teaching effectiveness is demonstrated through a combination of student feedback, curriculum impact, mentorship outcomes, and institutional contributions across university, professional, and school-based contexts.

Because my work spans teacher education, French language instruction, and K–12 leadership, evidence of effectiveness emerges not only from course evaluations, but also from program development, student professional success, and sustained engagement in instructional improvement.

Across settings, my teaching is consistently recognized as structured, responsive, and professionally relevant, with a strong emphasis on linking theory, curriculum, and classroom realities.

Sources of Evidence

Student Course Evaluations

  • Quantitative and qualitative feedback from university courses in French language and teacher education
  • Comments noting clarity of expectations, structured progression, and relevance to professional practice
  • Evidence of student engagement, satisfaction, and perceived learning gains

Testimonials from Teacher Candidates and Colleagues

Written feedback from teacher candidates highlighting:

  • Clarity of instruction
  • Usefulness of assignments for classroom practice
  • Strong mentorship during practicum preparation

Peer observations and collegial feedback recognizing:

  • Organization of courses
  • Alignment between learning goals and assessment
  • Integration of research and classroom realities

Curriculum Development Impact

  • Courses and teaching materials developed or co-developed that are used within teacher education programs
  • Contributions to curriculum aligned with Ontario FSL expectations and professional standards
  • Participation in program-level discussions on equity, teacher preparation, and recruitment

Mentorship and Professional Support

  • Mentorship of early-career teachers within school settings
  • Support for internationally educated teachers navigating Ontario certification and classroom expectations
  • Guidance provided to teacher candidates transitioning from coursework to practicum placements

Instructional Leadership and Professional Learning

  • Leadership of professional learning communities focused on pedagogy, assessment, and inclusion
  • Facilitation of workshops on culturally responsive teaching, language pedagogy, and student engagement
  • Contributions to instructional initiatives at the school and district levels

Recurring Themes in Feedback

Across university teaching, mentorship, and professional learning contexts, feedback consistently highlights several strengths in my teaching practice:

  • Clear course organization and transparent expectations
    Students report that course structures make learning goals visible and support gradual development of knowledge and skills.
  • Strong connection between theory and practice
    Learners note the usefulness of assignments and discussions for understanding how research and curriculum translate into classroom teaching.
  • Responsiveness to student needs
    Students and colleagues recognize my attention to questions, feedback, and evolving classroom dynamics.
  • Supportive yet intellectually rigorous learning environments
    Courses are described as demanding but encouraging, balancing academic challenge with structured support.
  • Commitment to inclusive pedagogy and professional preparation
    Feedback frequently emphasizes the relevance of course content for diverse classrooms and real teaching contexts.

Broader Impact

Beyond formal course evaluations, my teaching effectiveness is also reflected in broader outcomes:

  • Teacher candidates entering French teaching pathways with strong preparation
  • Practicing teachers implementing strategies developed through mentorship or professional learning
  • Curriculum materials continuing to be used within programs
  • Sustained engagement with educational partners who seek ongoing collaboration

These outcomes suggest that my teaching contributes not only to immediate student learning, but also to longer-term professional development and institutional practice.

Taken together, these forms of evidence reflect my commitment to teaching that is intentional, inclusive, and professionally meaningful.

My goal is not only to support students’ success within individual courses, but also to help them develop the knowledge, skills, and confidence required to participate fully in educational and professional communities.

Certifications

Professional credentials and qualifications

Ontario College of Teachers certification DELF Examiner certification (Ministère français de l’Éducation nationale) Additional qualifications in FSL Leadership certifications Relevant professional training

CV & References

Download full curriculum vitae; references available upon request

References: Available upon request.

Download Curriculum Vitae (PDF)

Contact

Get in touch — email and professional links

Contact

For inquiries regarding teaching, research, or collaboration.

Email

ekeunne@gmail.com

LinkedIn

Connect on LinkedIn