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FI Leave Here Tomorrow: Improving Inclusion in Canada’s French Immersion Programs
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- Author(s) / Creator(s)
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This paper presents a synthesis of the literature on inclusion in French immersion (FI) programs in Canada from the last 20 years. A lens of sociolinguistics for change (Davis, 2024; Roy, 2020) is used to examine policies around inclusion in FI, compare these policies to the realities of inclusion in FI, and seek approaches for making FI more inclusive. The policy landscape of inclusion in Canada is explored through key court cases. The gaps between inclusion policy and practice are described in terms of themes identified in the literature: multilingual learners, special education, and colonialism. The identified approaches to making FI more inclusive are addressing the FI teacher shortage; increasing FI research; more research-informed FI educators, leaders, and decision-makers; more diverse and inclusive learning and teaching resources in French; using plurilingual pedagogy; and using a professional learning community approach.
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- Date created
- 2025-04-07
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- Type of Item
- Research Material