Second-Language Education Policy in Quebec: A Critical Analysis of the Policy of English as a Compulsory Subject at the Early Primary Level in Quebec

Abstract

This is a critical policy study of language planning and policy in Quebec regarding the new policy direction requiring the compulsory teaching of English at the early primary level (grades 1-2, Cycle 1) in francophone public schools. Based on the analysis of policy documents, archives, and narratives from interviews, the goal of this policy study is to determine how and why language-policy decisions about the compulsory teaching of ESL at the early primary level were made by policymakers in Quebec.

Enrolment Expansion in China: The Large Class Phenomenon

“…The analysis process was designed by referring to the rational model presented by Fallon & Rublik (2011) 3 and Weinmer & Vining (1992) 4 , both of which mainly focus on problem analysis and solution analysis. As Fallon & Rublik (2011) mentioned, "rational models of policy analysis are useful because they deal with the incremental and multi-staged nature of policy development." (p. 4)…”

“…As seen in Figure 1, a drastic increase was noted in the enrolment figures since 1999. Wang (2009: p. 1) stated that "the numbers just kept climbing" 3 Fallon & Rublik (2011) concluded that "the rational models of policy analysis focus on understanding policy formation," which contain "problem definition; clarification of values, goals, and objectives; identification of options; selection of courses of action; evaluation of a course of action; and modification of policies." (p. 3) Open Journal of Social Sciences following the implementation of the enrollment policy.…”

Second-Language Education Policy in Quebec: ESL Teachers’ Perceptions of the Effects of the Policy of English as a Compulsory Subject at the Early Primary Level

“…The province of Quebec did likewise in 2006 by introducing English as a second language (ESL) as a compulsory subject in grades 1 and 2 (primary Cycle One) in Francophone primary schools across the province (Ministère de l'Éducation, du Loisir, et du Sport, 2006a). This article follows an earlier piece that dealt specifically with the origin and formulation of the new ESL policy (Fallon & Rublik, 2011). This qualitative study is a follow-up focusing on: • how the policy was understood and implemented in the field; • how research participants perceived the effects of the policy on parents' and students' attitudes toward English and on the basic literacy skills and competences of Francophone students in their mother tongue.…”