Les politiques scolaires et l’inclusion des élèves issus de l’immigration dans les écoles de langue française en Ontario

Gérin-Lajoie, Diane

doi:10.7202/1070105ar

Cited by 8 publications

(3 citation statements)

References 19 publications

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“…Consequently, some newcomer francophone students may feel alienated from the established francophone community (L. D. Carlson Berg, 2010; Farmer, 2008; Gérin-Lajoie, 2020; Piquemal et al, 2009). L.…”

Section: School Integration Experiencesmentioning

confidence: 99%

“…D. Carlson Berg, 2010;Jacquet et al, 2008;Liboy & Patouma, 2021). However, other studies addressed the experiences of newcomers as part of a broader discussion on the experiences of immigrants and racialized minorities (Farmer, 2008;Gérin-Lajoie, 2020), the lack of policies to school integration for English and French schools (Gallant & Denis, 2008), and overlooking student linguistic and cultural diversity to promote the preservation and acquisition of francophone traditions (Bangou et al, 2021;Brisson, 2018;Gérin-Lajoie & Jacquet, 2008;Jacquet, 2009;Levasseur, 2016;Prasad, 2012).…”

Section: Literature Review Processmentioning

confidence: 99%

“…It may be difficult for established francophones in English provinces to notice this contradiction because their identity as minorities who prioritize survival does not connect with the idea that the same identity will in turn assimilate other cultures (Bouchamma, 2008). Consequently, some newcomer francophone students may feel alienated from the established francophone community (L. D. Carlson Berg, 2010;Farmer, 2008;Gérin-Lajoie, 2020;. L. D. Carlson Berg (2010) notes that in the past, Saskatchewan's francophone community relied on its "close knit nature" for longevity, but "when its survival depends on opening to others, this characteristic may be working against the community" (p. 296).…”

Section: Language Diversity Plurilingualism and Identitymentioning

confidence: 99%

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Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review

Palová¹,

Pagtalunan²,

Rahal

et al. 2023

Canadian Journal of School Psychology

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This literature review explores the integration experiences of francophone newcomer students in anglophone provinces in Canada. It outlines scholarly findings regarding factors that impact the integration of newcomer students into French public-school systems in predominantly English provinces. We identified two themes related to the integration of francophone newcomer students, including (1) school integration experiences, and (2) out-of-school integration experiences. With respect to school integration, three sub-themes were developed: (a) educational and cultural gaps, (b) language diversity, plurilingualism, and identity, and (c) multiple marginalization of newcomers. Some of the factors that were found to affect integration include: differences between pre- and post-immigration educational contexts, English language proficiency, and (mis)recognition of the diversity within the francophone population. Following the review, gaps in the literature are identified, avenues for future research are proposed, and implications for school psychology are discussed.

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Section: School Integration Experiencesmentioning

confidence: 99%

Section: Literature Review Processmentioning

confidence: 99%

Section: Language Diversity Plurilingualism and Identitymentioning

confidence: 99%

See 1 more Smart Citation

Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review

Palová¹,

Pagtalunan²,

Rahal

et al. 2023

Canadian Journal of School Psychology

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Portrait des pratiques d’enseignants utilisant la littérature de jeunesse bi-/plurilingue dans les écoles élémentaires de langue française en Ontario

Trottin,

Thibeault

2023

The Canadian Modern Language Review

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Un nombre croissant d’études s’intéresse aux divers avantages liés à l’utilisation de la littérature de jeunesse bi-/plurilingue en classe. Cependant, il existe encore peu de recherche qui décrit concrètement comment les enseignants mettent en place des pratiques à l’aide de ce médium. Le présent article expose donc les résultats d’une étude multicas qui a pour objectif de décrire les pratiques déclarées d’enseignants en contexte franco-ontarien qui utilisent la littérature de jeunesse bi-/plurilingue. À l’aide d’un questionnaire portant sur l’utilisation de cette littérature et d’une série d’entrevues semi-dirigées, nous avons eu accès aux différentes pratiques de trois enseignants qui œuvrent à l’élémentaire. Plus précisément, ils nous ont décrit, par l’entremise de livres bi-/plurilingues qu’ils ont choisis, leurs façons de mettre en œuvre les trois moments clés de la lecture : la pré-lecture, la lecture et l’après-lecture. Les résultats de cette recherche montrent notamment que les enseignants recourent à des pratiques déjà connues lors de l’utilisation de la littérature monolingue, mais qu’ils en créent aussi de nouvelles afin de mettre en valeur de caractère bi-/plurilingue des œuvres qu’ils emploient.

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Portrait des pratiques d’enseignants utilisant la littérature de jeunesse bi-/plurilingue dans les écoles élémentaires de langue française en Ontario

Trottin,

Thibeault

2023

The Canadian Modern Language Review

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A growing number of studies are interested in the various advantages connected to the use of bi-/multilingual children’s literature in class. However, there is still little research that concretely describes how teachers set up practices with the help of this medium. This article presents the results of a multi-case study whose objective is to describe the practices stated by teachers in the Franco-Ontarian context who use bi-/multilingual children’s literature. By means of a questionnaire on the use of this literature and a series of semi-directed interviews, we had access to various practices of three teachers working in elementary schools. More specifically, they described to us, via the bi-/multilingual books that they chose, their ways of implementing three key stages in reading: pre-reading, reading, and post-reading. The results of this research show, in particular, that teachers rely on practices already experienced during the reading of monolingual literature, but that they also create new ones to highlight the bi-/multilingual nature of the works they use.

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Les politiques scolaires et l’inclusion des élèves issus de l’immigration dans les écoles de langue française en Ontario

Cited by 8 publications

References 19 publications

Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review

Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review

Portrait des pratiques d’enseignants utilisant la littérature de jeunesse bi-/plurilingue dans les écoles élémentaires de langue française en Ontario

Portrait des pratiques d’enseignants utilisant la littérature de jeunesse bi-/plurilingue dans les écoles élémentaires de langue française en Ontario

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