Moving towards Inclusive French as a Second Official Language Education in Canada

Autor/in	Mady, Callie
Titel	Moving towards Inclusive French as a Second Official Language Education in Canada
Quelle	In: International Journal of Inclusive Education, 17 (2013) 1, S.47-59 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2011.580463
Schlagwörter	French; Official Languages; Language Usage; Immigrants; English Language Learners; Elementary School Students; Foreign Countries; Immersion Programs; Second Language Instruction; Questionnaires; Interviews; Inclusion; Educational Policy; Elementary School Teachers; Language Teachers; Teacher Attendance; Access to Education; Canada + Suchen Sie Ihr Suchwort? Französisch; Office language; Amtssprache; Sprachgebrauch; Immigrant; Immigrantin; Immigranten; Ausland; Immersionsprogramm; Fremdsprachenunterricht; Fragebogen; Interviewing; Interviewtechnik; Inklusion; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Kanada
Abstract	This paper examines French as a second official language (FSOL) teachers' perspectives as they relate to the inclusion of immigrants who are learning English (IMMs), in elementary FSOL education in an English-dominant region of Canada, in particular within French immersion. In this paper, I have tried to examine the question of access to elementary FSOL education for IMMs and its potential outcomes with the hope of raising awareness of this issue and finding solutions. The questionnaire and interview findings revealed that teachers distinguish between core French and French immersion programme options when considering the inclusion of IMMs. Using a lens of inclusive education, this paper shows the FSOL teachers practiced segregation and benevolence in both limiting access to FSOL education for IMMs and in their pedagogy. Solutions to promote movement away from segregation and benevolence and towards inclusive FSOL education are suggested by the research participants and the author. (Contains 3 tables and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10