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Articles

Vol. 27 No. 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
Soumise
juin 30, 2023
Publié-e
2024-03-15

Résumé

Les programmes d’immersion française (IF) deviennent plus diversifiés sur le plan culturel et linguistique grâce à la migration grandissante au Canada. Dans la présente étude à méthodes mixtes, nous explorons les perspectives et les idéologies des enseignant.e.s, des directrices.eurs et du personnel du bureau central dans huit conseils scolaires en Saskatchewan, au Manitoba et en Alberta par rapport aux élèves réfugiés en IF. En triangulant les réponses au questionnaire (n=126) et les entrevues (n=40), nous examinons les perspectives sur quatre thèmes : 1) la pertinence de l’IF pour les élèves réfugiés; 2) l’apprentissage langagier; 3) les défis des élèves réfugiés; et 4) les soutiens et les ressources en IF. Adoptant la perspective théorique de la sociolinguistique pour le changement, nous discutons de trois idéologies sous-jacentes des éducatrices.eurs à travers les prairies canadiennes: 1) les idéologies anglo-dominantes; 2) les idéologies déficitaires; et 3) les tensions idéologiques entre l’inclusion et le soutien.

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