Inclusionary Practices in French Immersion: A Need to Link Research to Practice

Abstract

French immersion programs were introduced in Canada over forty years ago. Since then, questions have been raised regarding the suitability of French immersion for students with academic and learning difficulties. Research examining the suitability of French immersion for a wide range of learners is highlighted in this article, in order to make links between research and the inclusionary practices that are currently being promoted in French immersion programs. An analysis of the extent to which different Canadian jurisdictions address key concepts related to inclusion in French immersion, including accessibility and retention, is then presented. Current gaps in the ways in which inclusionary practices in French immersion are supported are described in the final sections of this article, with the hope of advancing the promotion of early French immersion as a fully inclusionary program option.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 8 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.