Complete Bibliography

Ahmed, S. (2006). The Nonperformativity of Antiracism. Meridians (Middletown, Conn.), 7(1), 104–126. https://doi.org/https://doi.org/10.2979/MER.2006.7.1.104
Apple, M. W. (1999). The Absent Presence of Race in Educational Reform. Race, ethnicity and education, 2(1), 9-16. https://doi.org/10.1080/1361332990020102
Arnett, K., & Mady, C. (2010). A critically conscious examination of special education within FSL and its relevance to FSL teacher education programs. Canadian journal of applied linguistics, 13(1), 19-36.
Arnott, S., Masson, M., & Lapkin, S. (2019). Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis. Canadian journal of applied linguistics, 22(1). https://doi.org/10.7202/1060906ar
Bourdieu, P., & Passeron, J. C. (1977). La réproduction: elements pour une théorie du Système d'enseignement. Minuit.
Braun, A., Ball, S. J., Maguire, M., & Hoskins, K. (2011). Taking context seriously: towards explaining policy enactments in the secondary school. Discourse (Abingdon, England), 32(4), 585-596. https://doi.org/10.1080/01596306.2011.601555
Bruck, M. (1978). The Suitability of Early French Immersion Programs for the Language Disabled Child. Canadian modern language review, 34(5), 884-887. https://doi.org/10.3138/cmlr.34.5.884
Cherng, H.-Y. S., & Halpin, P. F. (2016). The Importance of Minority Teachers: Student Perceptions of Minority Versus White Teachers. Educational researcher, 45(7), 407-420. https://doi.org/10.3102/0013189X16671718
Cobb, C. (2015). Is French immersion a special education loophole? ... And does it intensify issues of accessibility and exclusion? International journal of bilingual education and bilingualism, 18(2), 170-187. https://doi.org/10.1080/13670050.2014.887052
Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford law review, 43(6), 1241-1299. https://doi.org/10.2307/1229039
Cummins, J. (2014). Rethinking assumptions in Canadian French Immersion programs. Journal of immersion and content-based language education, 2(1), 3–22. https://doi.org/https://doi.org/10.1075/jicb.2.1.01cum
Dagenais, D. (2003). Accessing Imagined Communities Through Multilingualism and Immersion Education. Journal of language, identity, and education, 2(4), 269-283. https://doi.org/10.1207/S15327701JLIE0204_3
Dagenais, D., & Berron, C. (2001). Promoting Multilingualism through French Immersion and Language Maintenance in Three Immigrant Families. Language, Culture, and Curriculum, 14(2), 142–155. https://doi.org/10.1080/07908310108666618
Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful. Feminist theory, 9(1), 67-85. https://doi.org/10.1177/1464700108086364
Davis, S., Ballinger, S., & Sarkar, M. (2019). The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion. Canadian journal of applied linguistics, 22(2), 27-63. https://doi.org/10.7202/1063773ar
Dei, G. J. S. (2016). Decolonizing the University: the Challenges and Possibilities of Inclusive Education. Socialist studies (St. Albert), 11(1). https://doi.org/10.18740/S4WW31
Dei, G. J. S. (2013). CHAPTER ONE: Reframing Critical Anti-Racist Theory (CART) for Contemporary Times. Counterpoints (New York, N.Y.), 445, 1-14.
Dei, G. J. S. (2000). Towards an Anti-Racism Discursive Framework. In A. M. Calliste & G. J. S. Dei (Eds.), Power, knowledge and anti-racism education a critical reader (pp. 23-39). Fernwood.
Duchêne, A. (2016). Investissement langagier et économie politique. Langage et sociéte, 157(3), 73-96. https://doi.org/10.3917/ls.157.0073
Duchêne, A., & Heller, M. (2012). Language in late capitalism : pride and profit. Routledge.
Dufour, E. (2017). Du Collège Manitou de La Macaza à l’Institution Kiuna d’Odanak : la genèse des établissements postsecondaires par et pour les Premières Nations au Québec. Revue d'histoire de l'Amérique française, 70(4), 5-33. https://doi.org/10.7202/1040572ar
Fontaine, L. S. (2017). Redress for linguicide: Residential schools and assimilation in Canada. British journal of Canadian studies, 30(2), 183-204. https://doi.org/10.3828/bjcs.2017.11
Genesee, F. (2007). French Immersion and At-Risk Students: A Review of Research Evidence. Canadian modern language review, 63(5), 655-726. https://doi.org/10.3138/cmlr.63.5.655
Gorski, P. C. (2012). Perceiving the Problem of Poverty and Schooling: Deconstructing the Class Stereotypes that Mis-Shape Education Practice and Policy. Equity & excellence in education, 45(2), 302-319. https://doi.org/10.1080/10665684.2012.666934
Gossling. (2006). Report on the Review of French Immersion and Extended French Programs.
Herring, C., & Henderson, L. (2016). Wealth Inequality in Black and White: Cultural and Structural Sources of the Racial Wealth Gap. Race and social problems, 8(1), 4-17. https://doi.org/10.1007/s12552-016-9159-8
Heller, M. (2002). Éléments d'une sociolinguistique critique. Didier.
Heller, M. (1990). French immersion in Canada: a model for Switzerland? Multilingua, 9(1), 67-86. https://doi.org/10.1515/mult.1990.9.1.67
Heller, M., Pietikäinen, S., & Pujolar, J. (2018). Critical sociolinguistic research methods : studying language issues that matter. Routledge.
Jorgensen, D. L. (1989). Participant observation a methodology for human studies. SAGE.
Kasuya, K. (2001). Discourses of Linguistic Dominance: A Historical Consideration of French Language Ideology. International review of education, 47(3/4), 235-251. https://doi.org/10.1023/A:1017993507936
Kissau, S. (2007). Is What's Good for the Goose Good for the Gander? The Case of Male and Female Encouragement to Study French. Foreign language annals, 40(3), 419-432. https://doi.org/10.1111/j.1944-9720.2007.tb02867.x
Knouzi, I., & Mady, C. (2017). Indicators of an “Immigrant Advantage” in the Writing of L3 French Learners. Canadian modern language review, 73(3), 368-392. https://doi.org/10.3138/cmlr.3818
Kunnas, R. M. (2019). Inequities in Black et Blanc: Textual Constructions of the French Immersion Student. Masters Thesis, University of Toronto, Canada. https://hdl.handle.net/1807/98071
Lazaruk, W. A. (2007). Linguistic, Academic, and Cognitive Benefits of French Immersion. Canadian modern language review, 63(5), 605-627. https://doi.org/10.3138/cmlr.63.5.605
Lejano, R. P. (2006). Frameworks for policy analysis : merging text and context. Routledge.
Mady, C. (2017). The bilingual advantage for immigrant students in French immersion in Canada: linking advantages to contextual variables. International journal of bilingual education and bilingualism, 20(3), 235-251. https://doi.org/10.1080/13670050.2015.1041875
Mady, C. (2016). French Immersion for English Language Learners?: Kindergarten Teachers’ Perspectives. Alberta Journal of International Research, 63(2), 253-267.
Mady, C. (2015). Examining immigrants’ English and French proficiency in French immersion. Journal of immersion and content-based language education, 3(2), 268-284. https://doi.org/10.1075/jicb.3.2.05mad
Mady, C. (2013). Moving towards inclusive French as a second official language education in Canada. International journal of inclusive education, 17(1), 47-59. https://doi.org/10.1080/13603116.2011.580463
Mady, C., & Arnett, K. (2015). French as a Second Language Teacher Candidates’ Conceptions of Allophone Students and Students With Learning Difficulties. Canadian journal of applied linguistics, 18(2), 78-95.
Mady, C., & Arnett, K. (2009). Inclusion in French Immersion in Canada: One Parent’s Perspective. Exceptionality Education International, 19(2), 37-49.
Mady, C., & Masson, M. (2018). Principals’ Beliefs About Language Learning and Inclusion of English Language Learners in Canadian Elementary French Immersion Programs. Canadian journal of applied linguistics, 21(1), 71-93. https://doi.org/10.7202/1050811ar
Makropoulos, J. (2010). Students' attitudes to the secondary French immersion curriculum in a Canadian context. Language, culture, and curriculum, 23(1), 1-13. https://doi.org/10.1080/07908310903494525
Makropoulos, J. (2009). Gaining Access to Late French-Immersion Programs: Class-Based Perspectives of Canadian Students in an Ottawa High School. Bilingual research journal, 32(3), 317-330. https://doi.org/10.1080/15235880903378941
Makropoulos, J. (1998). Sociopolitical analysis of French immersion developments in Canada. In: ProQuest Dissertations Publishing.
Masson, M., Knouzi, I., Arnott, S., & Lapkin, S. (2021). A Critical Interpretive Synthesis of Post-Millennial Canadian French as a Second Language Research across Stakeholders and Programs. Canadian modern language review, 77(2), 154-188. https://doi.org/10.3138/cmlr-2020-0025
Moore, D. (2010). Multilingual literacies and third script acquisition: young Chinese children in French immersion in Vancouver, Canada. International journal of multilingualism, 7(4), 322-342. https://doi.org/10.1080/14790718.2010.502231
Olson, C. P. (1983). Inequality remade: The theory of correspondence and the context of French immersion in Northern Ontario. Journal of education (Boston, Mass.), 165(1), 75-98. https://doi.org/10.1177/002205748316500107
Olson, P., & Burns, G. E. (1983). Politics, class, and happenstance: French immersion in a Canadian context. Interchange, 14(1), 1-16. https://doi.org/10.1007/BF01805814
Ontario Human Rights Commission. The Ontario Human Rights Code. http://www.ohrc.on.ca/en/ontario-human-rights-code
Ontario Ministry of Education. (2016). Welcoming English language learners into French as a second language programs: a companion resource to a framework for FSL, K-12. Queen's Printer for Ontario.
Ontario Ministry of Education. (2015). Including Students With Special Education Needs In French As A Second Language Programs: A Guide For Ontario Schools. Queen's Printer for Ontario.
Ontario Ministry of Education. (2014). The Ontario curriculum Grades 9 to 12 : French as a Second Language: Core French, Extended French, French Immersion grades 1-8 (Revised ed.). Queen's Printer for Ontario.
Ontario Ministry of Education. (2013a). The Ontario curriculum. French as a second language: core French, grades 4-8, extended French, grades 4-8, French immersion, grades 1-8 (Revis ed.). Queen's Printer for Ontario.
Ontario Ministry of Education. (2013b). Framework for French as a second language in Ontario schools: kindergarten to Grade 12. Queen's Printer for Ontario.
Parekh, G., Killoran, I., & Crawford, C. (2011). The Toronto Connection: Poverty, Perceived Ability, and Access to Education Equity. Canadian journal of education, 34(3), 249-279.
Prasad, G. (2012). Multiple Minorities or Culturally and Linguistically Diverse (CLD) Plurilingual Learners?: Re-envisioning Allophone Immigrant Children and Their Inclusion in French-Language Schools in Ontario. Canadian modern language review, 68(2), 190-215. https://doi.org/10.3138/cmlr.68.2.190
Roy, S. (2020). French immersion ideologies in Canada. Lexington Books.
Roy, S. (2015). Discours et idéologies en immersion française. Canadian journal of applied linguistics, 18(2), 125-143.
Simpson, J. S. (2016). We Are Not Enough: Epistemology and the Production of Knowledge. In (pp. 63-116). Toronto: University of Toronto Press.
Sinay, E. (2010). Programs of choice in the TDSB: characteristics of students in French immersion, alternative schools, and other specialized schools and programs. Toronto District School Board.
Sinay, E., Presley, A., Armson, S., Tam, G., Ryan, T., Burchell, D., & Barron, C. (2018). Toronto District School Board French as a Second Language Program Review: Developmental Evaluation (Research Report No. 18/19-03).
Tashakkori, A., Johnson, R. B., & Teddlie, C. (2020). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences (2nd ed.). Sage Publications.
Traub, A., Sullivan, L., Maschede, T., & Shapiro, T. (2017). The Asset Value of Whiteness: Understanding the Racial Wealth Gap.
Truth and Reconciliation Commission of Canada. (2012). Truth and Reconciliation Commission of Canada: Calls to Action. Truth and Reconciliation Commission of Canada
Wise, N. (2011). Access to special education for exceptional students in French immersion programs: An equity issue. Canadian journal of applied linguistics, 14(1), 177-193.
Wodak, R., & Meyer, M. (2016). Methods of critical discourse studies (Third edition. ed.). SAGE Publications Ltd.
Yanow, D. (2000). Conducting interpretive policy analysis. SAGE.
Yoon, E.-S., & Gulson, K. N. (2010). School choice in the stratilingual city of Vancouver. British journal of sociology of education, 31(6), 703-718. https://doi.org/10.1080/01425692.2010.528871
Young, M. D., & Diem, S. (2018). Doing Critical Policy Analysis in Education Research: An Emerging Paradigm. In C. R. Lochmiller (Ed.), Complementary Research Methods for Educational Leadership and Policy Studies (pp. 79–98). Springer International Publishing.

Bibliography: Citations