Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio
##common.pageHeaderLogo.altText##

Articles

Vol. 27 Núm. 1 (2024)

Refugee-background students in Canadian French immersion programs: Exploring the perspectives and ideologies of educators

DOI
https://doi.org/10.37213/cjal.2024.33541
Enviado
junio 30, 2023
Publicado
2024-03-15

Resumen

French immersion (FI) programs are becoming increasingly culturally and linguistically diverse as a result of growing migration to Canada. In the present mixed-methods study, I explore the perspectives and ideologies of teachers, principals, and central office staff in eight school divisions in Saskatchewan, Manitoba, and Alberta with respect to refugee-background students in FI programs. Through the triangulation of survey responses (N=126) and interviews (N=40), I examine perspectives pertaining to four themes: 1) suitability of FI for refugee-background students; 2) language learning; 3) challenges facing refugee-background students; and 4) supports and resources in FI programs. Adopting the theoretical perspective of sociolinguistics for change, I discuss three underlying ideologies shaping the perspectives of FI educators across the Canadian Prairies: 1) English-first ideologies; 2) deficit ideologies; and 3) ideological tensions between inclusion and support.

Citas

  1. Arnett, K., & Mady, C. (2018). Exemption and exclusion from French Second Language programs in Canada: Consideration of novice teachers’ rationales. Exceptionality Education International, 28(1). https://doi.org/10.5206/eei.v28i1.7760
  2. Arnett, K., Mady, C., & Muilenburg, L. (2014). Canadian FSL teacher candidate beliefs about students with learning difficulties. Theory and practice in language studies, 4(3), 447. https://doi.org/10.4304/tpls.4.3.447-457
  3. Arnett, K., & Turnbull, M. (2007). Teacher beliefs in second and foreign language teaching: A state-of-the-art review. In H. J. Siskin (Ed.), AAUSC issues in language program direction. From thought to action: Exploring beliefs and outcomes in the foreign language program. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 9-28. http://hdl.handle.net/10125/69640
  4. Arnott, S., Masson, M., & Lapkin, S. (2019). Exploring trends in 21st century Canadian K-12 French as second language research: A research synthesis. Canadian Journal of Applied Linguistics, 22(1). https://journals.lib.unb.ca/index.php/CJAL/article/view/28702
  5. Auger, N., Dalley, P., et Roy, S. (2007). Stéréotypes et stéréotypages du bilinguisme en classe de français langue seconde et minoritaire. Dans Colloque international" Stéréotypage, stéréotypes : fonctionnements ordinaires et mises en scène", Université Paul Valéry, Montpellier, 21-23 juin 2006 (pp. 25-36). L'Harmattan. https://hal.science/hal-00965930
  6. Bahi, B., et Piquemal, N. (2013). Dépossession socio-économique, linguistique et résilience : horizons de mobilité sociale chez les élèves immigrants, réfugiés au Manitoba. Cahiers franco-canadiens de l'Ouest, 25(1), 109-128. https://doi.org/10.7202/1026088ar
  7. Blommaert, J., & Backus, A. (2013). Superdiverse repertoires and the individual. In Multilingualism and multimodality (pp. 9-32). Brill. https://doi.org/10.1007/97
  8. Bourgoin, R. C. (2016). French immersion “So why would you do something like that to a child?”: Issues of advocacy, accessibility, and inclusion. International Journal of Bias, Identity and Diversities in Education (IJBIDE), 1(1), 42-58. https://10.4018/IJBIDE.2016010104
  9. Bourgoin, R., & Dicks, J. (2019). Learning to read in multiple languages: A study exploring allophone students’ reading development in French immersion. Language and Literacy, 21(2), 10-28. https://doi.org/10.20360/langandlit29466
  10. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  11. Byrd Clark, J. (2008). So why do you want to teach French? Representations of multilingualism and language investment through a reflexive critical sociolinguistic ethnography. Ethnography and Education, 3(1), 1–16. https://doi.org/10.1080/17457820801899017
  12. Byrd Clark, J. (2010). Making" wiggle room" in French as a second language/Francais langue seconde: reconfiguring identity, language, and policy. Canadian Journal of Education, 33(2), 379-406.
  13. Byrd Clark, J. (2011). Toward a policy of heterogeneity in Canada: The journeys of integration of multilingual student teachers of FSL in Ontario in plurilingual times. OLBI Journal, 3.
  14. Byrd Clark, J. (2012). Heterogeneity and a sociolinguistics of multilingualism: Reconfiguring French language pedagogy. Language and Linguistics Compass, 6(3), 143-161.
  15. Byrd Clark, J. S., & Roy, S. (2022). Becoming “multilingual” professional French language teachers in transnational and contemporary times: Toward transdisciplinary approaches. The Canadian Modern Language Review, 78(3), 249-270. https://doi.org/10.3138/cmlr- 2020-0023
  16. Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  17. Dagenais, D. (2003). Accessing imagined communities through multilingualism and immersion education. Journal of Language, Identity, and Education, 2(4), 269-283. https://doi.org/10.1207/s15327701jlie0204_3
  18. Dagenais, D. (2008). La prise en compte du plurilinguisme d’enfants issus de familles immigrantes en contexte scolaire: une analyse de cas 1. Revue des sciences de l'éducation, 34(2), 351-375. https://doi.org/10.7202/019685ar
  19. Dagenais, D., & Berron, C. (2001). Promoting multilingualism through French immersion and language maintenance in three immigrant families. Language Culture and Curriculum, 14(2), 142-155. https://doi.org/10.1080/07908310108666618
  20. Dagenais, D. et Jacquet, M. (2000). Valorisation du multilinguisme et de l’éducation bilingue dans des familles immigrantes. Journal of International Migration and Integration/Revue de l'intégration et de la migration internationale, 1, 389-404. https://doi.org/10.1007/s12134000-1021-5
  21. Dagenais, D. et Moore, D. (2008). Représentations des littératies plurilingues, de l’immersion en français et des dynamiques identitaires chez des parents chinois. Canadian Modern Language Review, 65(1), 11-31. https://doi.org/10.3138/cmlr.65.1.11
  22. Dalley, P. et Roy, S. (Eds.). (2008). Francophonie, minorités et pédagogie. University of Ottawa Press. https://doi.org/10.7202/038739ar
  23. Davis, S. (2019). How am I supposed to teach them French when they can’t even speak English?”: Unpacking the myth of English proficiency as a prerequisite for French immersion. Journal of Belonging, Identity, Language, and Diversity, 3(1), 5-22.
  24. Davis, S. (2023). Multilingual learners in Canadian French immersion programs: Looking back and moving forward. The Canadian Modern Language Review, 79(3), 163-180. https://doi.org/10.3138/cmlr-2022-0051
  25. Davis, S., Ballinger, S., & Sarkar, M. (2019). The suitability of French immersion for allophone students in Saskatchewan: Exploring diverse perspectives on language learning and inclusion. Canadian Journal of Applied Linguistics, 22(2), 27-63. https://doi.org/10.7202/1063773ar
  26. Davis, S., Ballinger, S., & Sarkar, M. (2021). “More languages means more lights in your house”: Illuminating the experiences of newcomer families in French immersion. Journal of Immersion and Content-Based Language Education, 9(2), 336-363. https://doi.org/10.1075/jicb.20015.dav
  27. Genesee, F. (2007). French immersion and at-risk students: A review of research evidence. Canadian Modern Language Review, 63(5), 655-687. https://doi.org/10.3138/cmlr.63.5.655
  28. Ghadi, N., Massing, C., Kikulwe, D., & Giesbrecht, C. (2019). Language and identity development among Syrian adult refugees in Canada: A Bourdieusian analysis. Journal of Contemporary Issues in Education, 14(1). https://doi.org/10.20355/jcie29358
  29. Gibbs, G. R. (2007). Thematic coding and categorizing. Analyzing Qualitative Data, 703, 38-56. https://dx.doi.org/10.4135/9781849208574
  30. Guo, Y., Maitra, S., & Guo, S. (2019). “I belong to nowhere”: Syrian refugee children’s perspectives on school integration. Journal of Contemporary Issues in Education, 14(1), 89-105. https://10.20355/jcie29362
  31. Heller, M. (2002). Globalization and the commodification of bilingualism in Canada. In Globalization and language teaching (pp. 47-64). Routledge. https://doi.org/10.1111/j.1467-9841.2003.00238.x
  32. Heller, M. (2003). Globalization, the new economy, and the commodification of language and identity. Journal of sociolinguistics, 7(4), 473-492. https://doi.org/10.1111/j.1467-9841.2003.00238.x
  33. Kikulwe, D., Massing, C., Ghadi, N., Giesbrecht, C. J., & Halabuza, D. (2021). From Independence to dependence: Experiences of Syrian refugees. International Migration, 59(5), 216-229. https://doi.org/10.1111/imig.12825
  34. Knouzi, I., & Mady, C. (2017). Indicators of an “immigrant advantage” in the writing of L3 French learners. Canadian Modern Language Review, 73(3), 368-392. https://doi.org/10.3138/cmlr.3818
  35. Lapkin, S., MacFarlane, A., & Vandergrift, L. (2006). Teaching French in Canada: FSL teachers’ perspectives.
  36. MacNevin, J. (2012). Learning the way: Teaching and learning with and for youth from refugee backgrounds on Prince Edward Island. Canadian Journal of Education, 35(3), 48-63. https://www.jstor.org/stable/canajeducrevucan.35.3.48
  37. Mady, C. (2007). The suitability of core French for recently arrived adolescent immigrants to Canada. Canadian Journal of Applied Linguistics, 10(2), 177-196. https://journals.lib.unb.ca/index.php/CJAL/article/view/19741
  38. Mady, C. (2012). Inclusion of English language learners in French as a second official language classes: Teacher knowledge and beliefs. International Journal of Multilingualism, 9(1), 1-14. https://doi.org/10.1080/14790718.2011.565877
  39. Mady, C. (2013). Moving towards inclusive French as a second official language education in Canada. International Journal of Inclusive Education, 17(1), 47-59. https://doi.org/10.1080/13603116.2011.580463
  40. Mady, C. (2015). Immigrants outperform Canadian-born groups in French immersion: Examining factors that influence their achievement. International Journal of Multilingualism, 12(3), 298-311. https://doi.org/10.1080/14790718.2014.967252
  41. Mady, C. (2016). French immersion for English language learners?: Kindergarten teachers’ perspectives. Alberta Journal of Educational Research, 62(3), 253-267. https://doi.org/10.11575/ajer.v62i3.56180
  42. Mady, C., & Masson, M. (2018). Principals’ beliefs about language learning and inclusion of English language learners in Canadian elementary French immersion programs. Canadian Journal of Applied Linguistics, 21(1), 71-93. https://doi.org/10.7202/1050811ar
  43. Mady, C., & Turnbull, M. (2012). Official language bilingualism for allophones in Canada: Exploring future research. TESL Canada Journal, 131-131. https://doi.org/10.18806/tesl.v29i2.1105
  44. Marshall, S., & Moore, D. (2018). Plurilingualism amid the panoply of lingualisms: Addressing critiques and misconceptions in education. International Journal of Multilingualism, 15(1), 19-34. https://doi.org/10.1080/14790718.2016.1253699
  45. Massfeller, H., & Hamm, L. D. (2019). “I’m thinking i want to live a better life”: Syrian refugee student adjustment in New Brunswick. Journal of Contemporary Issues in Education, 14(1). https://doi.org/10.20355/jcie29354
  46. Massing, C., Ghadi, N., Kikulwe, D., & Nakutnyy, K. (2023). Elementary schooling across borders: Refugee-background children’s pre-and post-migration experiences. Journal of Research in Childhood Education, 1-18. https://doi.org/10.1080/02568543.2022.2155736
  47. Masson, M., Kunnas, M., Boreland, T., & Prasad, G. (2022). Developing an anti-biased, anti-racist stance in second language teacher education programs. Canadian Modern Language Review, 78(4), 385-414. https://doi.org/10.3138/cmlr-2021-0100
  48. Moore, D. (2010). Multilingual literacies and third script acquisition: Young Chinese children in French immersion in Vancouver, Canada. International Journal of Multilingualism, 7(4), 322-342. https://doi.org/10.1080/14790718.2010.502231
  49. Office of the United Nations High Commissioner For Refugees (UNHCR). (2001) International Organizations. [Web Archive]. Library of Congress. Retrieved from https://www.loc.gov/item/lcwaN0000457/
  50. Prasad, G. (2015). Beyond the mirror towards a plurilingual prism: Exploring the creation of plurilingual ‘identity texts’ in English and French classrooms in Toronto and Montpellier. Intercultural Education, 26(6), 497-514. https://doi.org/10.1080/14675986.2015.1109775
  51. Roy, S. (2012). Qui décide du meilleur français? Représentations des variétés linguistiques du français en immersion. Canadian Journal of Applied Linguistics, 15(1), 1-19. https://journals.lib.unb.ca/index.php/CJAL/article/view/19944
  52. Roy, S. (2015). Discours et idéologies en immersion française. Canadian Journal of Applied Linguistics, 18(2), 125-143. https://journals.lib.unb.ca/index.php/CJAL/article/view/22926
  53. Roy, S. (2020). French immersion ideologies in Canada. Lexington Books.
  54. Sabatier, C., Moore, D., & Dagenais, D. (2013). Espaces urbains, compétences littératiées multimodales, identités citoyennes en immersion française au Canada. Glottopol, 21, 138-161. https://www.univ-rouen.fr/dyalang/glottopol
  55. Shapiro, S. (2014). "Words That You Said Got Bigger": English Language Learners' Lived Experiences of Deficit Discourse. Research in the Teaching of English, 386-406. https://www.jstor.org/stable/24398689
  56. Shapiro, S., & MacDonald, M. T. (2017). From deficit to asset: Locating discursive resistance in a refugee-background student’s written and oral narrative. Journal of Language, Identity & Education, 16(2), 80-93. https://doi.org/10.1080/15348458.2016.1277725
  57. Statistics Canada. (2023). Focus on Geography Series, 2021 Census of Population. Retrieved from https://www12.statcan.gc.ca/census-recensement/2021/as-sa/fogs-spg/index.cfm?Lang=E.
  58. Sterzuk, A., & Shin, H. (2021). English monolingualism in Canada: A critical analysis of language ideologies. In U. Lanvers, A.S. Thompson, M. East (Eds.) Language learning in anglophone countries. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56654-8_4
  59. Stewart, J., El Chaar, D., McCluskey, K., & Borgardt, K. (2019). Refugee student integration: A focus on settlement, education, and psychosocial support. Journal of Contemporary Issues in Education, 14(1). https://doi.org/10.20355/jcie29364
  60. Turnbull, M., Lapkin, S., & Hart, D. (2001). Grade 3 immersion students' performance in literacy and mathematics: Province-wide results from Ontario (1998-99). Canadian Modern Language Review, 58(1), 9-26. https://doi.org/10.3138/cmlr.58.1.9
  61. Wilkinson, L. A. (2001). The integration of refugee youth in Canada. [Doctoral dissertation, University of Alberta]. University of Alberta Librariries. https://doi.org/10.7939/r3-7yjc-aw09
  62. Wilkinson, L., Garcea, J., Bhattacharyya, P., Riziki, A., & Abdul Karim, A.-B. (2017) Resettling on the Canadian prairies: Integration of Syrian refugees. Calgary: Immigration Refugees and Citizenship Canada, Integration Branch-Prairies and Northwest Territories Division, and Alberta Association of Immigrant Serving Agencies, 89 pages.
  63. Wise, N. (2011). Access to special education for exceptional students in French immersion programs: An equity issue. Canadian Journal of Applied Linguistics, 14(1), 177-193. https://journals.lib.unb.ca/index.php/CJAL/article/view/19873