French as a foreign language in Flemish education policy and practice

Abstract

French occupies a paradoxical position in Flemish education: while its institutional and professional relevance remains significant, its everyday presence and perceived utility have declined in comparison with English. This literature review synthesises evidence from policy documents, empirical studies, education reports and teacher perspectives to analyse how historical trajectories, institutional structures, pedagogical practices and sociocultural attitudes jointly shape the status of French as a foreign language in Flanders. The findings reveal recurring challenges across educational levels, including uneven teacher preparedness, limited opportunities for meaningful exposure, tensions between communicative and knowledge-based approaches, and persistent motivational gaps between French and English. Divergent stakeholder perspectives, ranging from bottom-up learner preferences to top-down policy ambitions and labour-market expectations, further contribute to a fragmented landscape. Recent initiatives, such as CLIL (Content and Language Integrated Learning), reforms in teacher education and the Flemish Language Platform, offer potential avenues for improvement, but their effectiveness depends on broader structural conditions, including teacher supply, curricular coherence and systematic proficiency monitoring. The review concludes that strengthening French language education requires coordinated action across institutions, informed by robust evidence and realistic alignment between pedagogical practice and societal needs.