Abstract
Gatekeepers’ language ideologies and beliefs about language learning determine how learners experience French as a second language programs, in particular, their access to, and success and inclusion in, the French immersion (FI) program. In this article, we explore how FI principals understand language learning and the inclusion of English language learners (ELLs) and how these perspectives shape school policy in FI programs. The study took place in a large urban school board in southern Ontario with student population consisting of 50% ELLs. After conducting a questionnaire with principals across the school board, we interviewed a subgroup of principals gathering quantitative and qualitative data. In addition, we consulted the board’s website and documentation provided to parents regarding enrolling their children in FI. The study highlights convergence or divergence from principals’ beliefs in relation to board policy about access and inclusion to the FI program. Through critical discourse analysis, data revealed that principals have contradictory beliefs about language learning, and at times principals struggle to reconcile these beliefs with official board policy. While FI principals are mostly positive about including ELLs in FI, to provide equal access to the program, they would benefit from (a) moving away from a definition of bilingualism as equalingualism and (b) expanding and developing the meaning of inclusivity beyond physical presence to adapt the FI space for greater inclusion of ELLs.
Highlights
The French Immersion (FI) Context in CanadaIn the 1960s, FI emerged to help English-speaking children learn French, marking a growing interest in Canadian French-English bilingualism
We explore FI principals’ ideologies about language learning and the inclusion of English language learners (ELLs), and how these perspectives shape school policy in FI programs
We have found only two studies that have focused on the perspectives of FI principals; the purpose of this study is to understand principals’ views of ELL language learning, success, and inclusion in FI
Summary
The French Immersion (FI) Context in CanadaIn the 1960s, FI emerged to help English-speaking children learn French, marking a growing interest in Canadian French-English bilingualism. Stern et al (1976) reported that sceptical educators and psychologists of the time believed that FI could be “disorienting, emotionally damaging, and intellectually stultifying” with “negative psychological and cognitive effects” No adverse psychological effects, concluding that FI programs were highly effective for learning French. Despite the resistance to bilingual education, various studies have revealed the linguistic, academic, and cognitive benefits of FI. In his review, Lazaruk (2007) found high levels of French proficiency at no cost to academic success, heightened mental flexibility and creative thinking skills, enhanced metalinguistic awareness, and greater communicative sensitivity. Research has shown that students in FI have improved metalinguistic abilities (Hermanto, Moreno, & Bialystok, 2012) and metacognition (Turnbull, Hart, & Lapkin, 2003), and develop second language skills and content knowledge in a given subject matter with no negative effect on first language literacy and numeracy (Turnbull, Cormier, & Bourque, 2011)
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