Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review

Autor/inn/en	Palova, Katerina; Pagtalunan, Amielle; Rahal, Louai; Kassan, Anusha
Titel	Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review
Quelle	In: Canadian Journal of School Psychology, 38 (2023) 2, S.159-181 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pagtalunan, Amielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/08295735231155045
Schlagwörter	Social Integration; Immigrants; French Canadians; School Psychology; Educational Experience; Student Attitudes; Public Schools; Geographic Regions; English (Second Language); Language of Instruction; Second Language Learning; Cultural Differences; Educational Background; Language Proficiency; Diversity; Foreign Countries; Elementary Secondary Education; Canada + Suchen Sie Ihr Suchwort? Soziale Integration; Immigrant; Immigrantin; Immigranten; Frankokanadier; Schulpsychologie; Bildungserfahrung; Schülerverhalten; Public school; Öffentliche Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Kultureller Unterschied; Vorbildung; Language skill; Language skills; Sprachkompetenz; Ausland; Kanada
Abstract	This literature review explores the integration experiences of francophone newcomer students in anglophone provinces in Canada. It outlines scholarly findings regarding factors that impact the integration of newcomer students into French public-school systems in predominantly English provinces. We identified two themes related to the integration of francophone newcomer students, including (1) school integration experiences, and (2) out-of-school integration experiences. With respect to school integration, three sub-themes were developed: (a) educational and cultural gaps, (b) language diversity, plurilingualism, and identity, and (c) multiple marginalization of newcomers. Some of the factors that were found to affect integration include: differences between pre- and post-immigration educational contexts, English language proficiency, and (mis)recognition of the diversity within the francophone population. Following the review, gaps in the literature are identified, avenues for future research are proposed, and implications for school psychology are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01