Abstract
Abstract
French immersion programs throughout Canada have historically consisted of predominantly Anglophone populations pursuing bilingualism in the country’s two official languages, English and French. Nevertheless, recent developments in immigration and refugee resettlement have contributed to increasingly diverse student backgrounds nationwide (Statistics Canada, 2014). Researchers have explored the motivation for Allophone families to pursue FSL in Canada (Dagenais & Berron, 2001; Dagenais & Jacquet, 2000; Mady, 2010); the language proficiency of Allophone learners in FSL programs (Bérubé & Marinova-Todd, 2012; Carr, 2007; Mady, 2015); and the perspectives of FSL educators with respect to such learners (Mady, 2016; Mady & Masson, 2018; Roy, 2015). The present study draws from interview data to explore and compare the experiences and perspectives of seven Allophone parents and 43 FI educators in Saskatchewan. In the present article, we examine the perspectives of FI educators, the experiences of Allophone families, and the implications for immersion programs worldwide.
Publisher
John Benjamins Publishing Company
Subject
Linguistics and Language,Language and Linguistics,Education
Reference73 articles.
1. Enseigner en milieu pluriethnique et plurilingue: place aux pratiques innovantes;Armand;Québec français,2012
2. Exploring trends in 21st century Canadian K-12 French as second language research: A research synthesis;Arnott;Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée,2019
3. Comparing our languages (a tool for maintaining individual multilingualism);Auger;Synergies sud-est européen,2008
4. The development of language and reading skills in the second and third languages of multilingual children in French Immersion
5. Minority language students in a French immersion programme: Their French proficiency
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献