Multilingual Learners in Canadian French Immersion Programs: Looking Back and Moving Forward

Autor/in	Davis, Stephen
Titel	Multilingual Learners in Canadian French Immersion Programs: Looking Back and Moving Forward
Quelle	In: Canadian Modern Language Review, 79 (2023) 3, S.163-180 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr-2022-0051
Schlagwörter	Foreign Countries; Multilingualism; Immersion Programs; Second Language Instruction; Second Language Learning; French; English; Native Language; Second Languages; Immigration; Official Languages; Bilingual Education; Educational Policy; Teacher Attitudes; Learning Motivation; Academic Achievement; Race; Language Research; Inclusion; Equal Education; Immigrants; Elementary Secondary Education; Canada + Suchen Sie Ihr Suchwort? Ausland; Mehrsprachigkeit; Multilingualismus; Immersionsprogramm; Fremdsprachenunterricht; Zweitsprachenerwerb; Französisch; English language; Englisch; Second language; Zweitsprache; Office language; Amtssprache; Bilingual teaching; Bilingualer Unterricht; Politics of education; Bildungspolitik; Lehrerverhalten; Motivation for studies; Lernmotivation; Schulleistung; Rasse; Abstammung; Sprachforschung; Inklusion; Immigrant; Immigrantin; Immigranten; Kanada
Abstract	French immersion (FI) programs in Canada have historically served predominantly Canadian-born, English-speaking students and families in their endeavour to learn both of the country's official languages, French and English. However, FI programs are becoming increasingly culturally and linguistically diverse as a result of increased global migration to Canada, and many newcomer, multilingual families are interested in providing official-language bilingual education opportunities for their children. The present article is a hybrid literature review and reflection article pertaining to multilingual learners in FI programs. The first section presents a synthesis of post-millennial research (2000-present) according to the following four areas of inquiry: (a) language education policy, (b) educator perspectives, (c) motivation, and (d) achievement. Subsequently, the second section introduces two emerging areas for future research: (a) intersections of race, migration, and language; and (b) plurilingual education. The article seeks not only to summarize recent research with respect to multilingual learners in FI programs but also to set the stage for important and timely areas of future research and to promote more inclusive and equitable FI programs in Canada. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01