Communication strategies (CSs) have been generally viewed as ways in which learners may circumvent, and ideally overcome, communicative difficulties. However, over 40 years of research in this area has been largely confined to theory and experimental studies, and it is not clear to what extent CS research has filtered into contemporary second language (L2) teaching practice. This study employed document analysis of Canadian core French curricula to examine how the teaching of CSs is represented as part of L2 learning in the contemporary French as a second language classroom. The results showed that some strategies, such as paraphrase and appeal for repetition, are commonly referenced in curricula. Curricula from five of eleven provinces and territories suggested the explicit teaching of CSs, yet specificity of methods and resources which could be employed by teachers in explicit CS instruction was scarce. It is suggested that the provision of further CS resources for teachers may help to counter well-documented challenges in the communicative outcomes of programs such as core French.