Abstract

There are different structures of teacher education programs in Quebec, but all must be based on the Référentiel des compétences professionnelles pour la profession enseignante (professional competency framework for the teaching profession). Among the competencies it outlines, the development of language competencies (DLC) in future teachers is considered a key foundation. To examine how DLC (mastery of norms, academic literacy, professional uses, and a positive relationship with the language) is addressed in training programs, we conducted a lexicometric analysis of various course descriptors. The analysis of those referring to DLC (n = 795) made it possible to identify factors and oppositions highlighted on factorial planes. The results show that certain aspects of DLC—particularly adherence to linguistic norms—are confined to specific courses rather than integrated across the curriculum. The analysis also reveals tensions between essential components of language competencies, such as reading and writing, and the descriptors of courses in disciplinary domains such as mathematics. Finally, even within the French discipline itself, a contrast emerges between the teaching of literature and that of language. We conclude by emphasizing the importance of coherently integrating language competencies throughout teacher education curricula.