Principals and Identity Construction in French as a First Language Schools in Canada: Zones of Practice

This paper presents a preliminary analysis of practices reported by principals and assistant principals from across Canada. All work in French as a first language schools situated in high language contact areas. In most instances, Francophones are a demographic minority in their region. In all, they are a minority in their province. We suggest that school principals' work within "zones of practice". Different types of identity constructions or French language promotion practices are undertaken in each zones. Across zones, these practices can either forefront language or position French as a tool in the realisation of another project.