Year: 2016
Type: other
Abstract: The French immersion program has become increasingly popular in school boards in Ontario. This study focuses on the idea of elitism in the French immersion program, and how in the past, students with learning disabilities have been excluded from participating in the program. After examining the current literature on the benefits of bilingualism, the benefits of French immersion, and theories that explore why or why not students with learning disabilities can be successful in FI, two semi-structured interviews were conducted. Participants were two French immersion teachers currently implementing supports to encourage students of all learning backgrounds to be successful in FI. Analysis of the current literature on this topic, and of the data collected indicates that French immersion should be accessible to all types of students, and that resources and strategies need to continue to be developed so that the program can continue to grow.
Source: TSpace (University of Toronto)
Author: Alexa Nemfield
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2591962569