Abstract
In order to succeed in French First Language (FFL) schools, students must have a working knowledge of French. For many Anglophone and Allophone students, the journey toward official bilingualism through FFL schooling begins in FFL child care centres. The programs offered in these centres were designed to foster the linguistic and literacy development of Franco-Ontarian children before they enter the FFL L-6 school system (CLR-Net, 2009; Government of Canada, 1982, 2008 & 2012; Ministère de l'éducation, 2004; Ontario MEO, 2005). This paper investigates whether éducatrices in FFL child care centres can meet all children’s French needs and, if so, how?
Highlights
In order to succeed in French First Language (FFL) schools, students must have a working knowledge of French
early childhood education and care (ECEC) is a government concern because early literacy has been linked to higher adult literacy rates, which have in turn been linked to enhancing Canada’s economic well-being by virtue of the competitive edge citizens with greater levels of literacy have in a knowledge society (Government of Alberta, 2009; Ontario Ministry of Education, 2005)
The purpose of this study was to investigate the pedagogy employed and learning environment created in an FFL ECEC setting with multiethnic, multilingual educators and learners
Summary
In order to succeed in French First Language (FFL) schools, students must have a working knowledge of French. The programs offered in these centres were designed to foster the linguistic and literacy development of Franco-Ontarian children before they enter the FFL K-6 school system (CLR-Net, 2009; Government of Canada, 1982, 2008 & 2012; Ministère de l'éducation, 2004; Ontario MEO, 2005). Emphasizing support for official language minority communities and (French-English) linguistic duality, the initiative funds L2 education programs and bursaries and supports French first language (FFL) education in official-language minority contexts (i.e., Francophone communities outside Quebec and New Brunswick) through family literacy programs and early childhood education and care (ECEC) (Government of Canada, 2008, 2012). This study illustrates the complexities created by the presence of non-Francophone populations in a Franco-Ontarian child care centre in which children from FFL, English FL, and non-official minority FL backgrounds, like Spanish FL, are enrolled. The paper begins with a linguistic profile of FrancoOntarian Kindergarten to Grade 6 (K-6) schools and ECEC “feeder” centres, presents select literature and theoretical considerations, methodology and context of the study, findings, discussion, and conclusion
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