Literaturnachweis - Detailanzeige
Autor/in | Davis, Stephen |
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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 |
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 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). |
Anmerkungen | University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |