Access to French as Second Official Language Programs in English-Dominant Canada

Autor/inn/en	Mady, Callie; Black, Glenda
Titel	Access to French as Second Official Language Programs in English-Dominant Canada
Quelle	In: Alberta Journal of Educational Research, 57 (2012) 4, S.498-501 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Foreign Countries; Content Analysis; French; Language Maintenance; Second Languages; Official Languages; Biculturalism; Bilingualism; Equal Education; Access to Education; Policy Formation; Politics of Education; Second Language Programs; Sociolinguistics; Language Attitudes; Educational Policy; Policy Analysis; Canada + Suchen Sie Ihr Suchwort? Ausland; Inhaltsanalyse; Französisch; Sprachpflege; Second language; Zweitsprache; Office language; Amtssprache; Bikulturalität; Bilingualismus; Education; Access; Bildung; Zugang; Bildungszugang; Politische Betätigung; Educational policy; Bildungspolitik; Soziolinguistik; Sprachverhalten; Politics of education; Politikfeldanalyse; Kanada
Abstract	Language policies in any country exist within socio-historical contexts--embedded in history and influenced by socio-political factors. In Canada, such factors were the impetus to the formation of the Royal Commission on Bilingualism and Biculturalism, which was grounded in an English/French partnership and recommended that Canada become an English/French bilingual country. Although the subsequent Official Languages Act and Charter of Rights and Freedoms limited their focus to first language maintenance, they did recognise second language education as contributing to the equality of status of both official languages. In Canada, however, the impact of second language education is mitigated by the provinces and territories who hold constitutional jurisdiction over education. Currently in Canadian schools, policies for access to French as second official language (FSOL) programs range along a continuum from informal to formal. In addition to governments, language organizations like Canadian Parents for French (CPF) also attempt to influence second language education. The purpose of this content analysis study was to examine formal provincial/territorial policies as they pertain to CPF's indicators of equitable access to FSOL programs. The significant finding from the study is the relative absence of specific, formal policies at the provincial/territorial level that would ensure equitable access to FSOL programming according to CPF's criteria. In the present study, if formal specific policies are an indicator, the provinces and territories continue to exert their influence over access to FSOL by not ensuring its availability through formal policies. (Contains 1 table.) (ERIC).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10