Résumés
Abstract
French immersion (FI) programs are becoming increasingly culturally and linguistically diverse as a result of growing migration to Canada. In the present mixed-methods study, I explore the perspectives and ideologies of teachers, principals, and central office staff in eight school divisions in Saskatchewan, Manitoba, and Alberta with respect to refugee-background students in FI programs. Through the triangulation of survey responses (N=126) and interviews (N=40), I examine perspectives pertaining to four themes: 1) suitability of FI for refugee-background students; 2) language learning; 3) challenges facing refugee-background students; and 4) supports and resources in FI programs. Adopting the theoretical perspective of sociolinguistics for change, I discuss three underlying ideologies shaping the perspectives of FI educators across the Canadian Prairies: 1) English-first ideologies; 2) deficit ideologies; and 3) ideological tensions between inclusion and support.
Keywords:
- French immersion,
- Refugee-background learners,
- Multilingual learners,
- Inclusion,
- Ideology
Résumé
Les programmes d’immersion française (IF) deviennent plus diversifiés sur le plan culturel et linguistique grâce à la migration grandissante au Canada. Dans la présente étude à méthodes mixtes, nous explorons les perspectives et les idéologies des enseignant.e.s, des directrices.eurs et du personnel du bureau central dans huit conseils scolaires en Saskatchewan, au Manitoba et en Alberta par rapport aux élèves réfugiés en IF. En triangulant les réponses au questionnaire (n=126) et les entrevues (n=40), nous examinons les perspectives sur quatre thèmes : 1) la pertinence de l’IF pour les élèves réfugiés; 2) l’apprentissage langagier; 3) les défis des élèves réfugiés; et 4) les soutiens et les ressources en IF. Adoptant la perspective théorique de la sociolinguistique pour le changement, nous discutons de trois idéologies sous-jacentes des éducatrices.eurs à travers les prairies canadiennes: 1) les idéologies anglo-dominantes; 2) les idéologies déficitaires; et 3) les tensions idéologiques entre l’inclusion et le soutien.
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