A critical policy analysis of French immersion documents
Discussion
Who is immersion for?
The FI documents bias white, middle-class, English-speaking, families who have lived in Ontario for at least a few years.
The findings reveal that exclusion is still supported through FI documents, despite a move toward inclusion during the last decade. In multiple ways, FI documents and policies support exclusion of many in favour of a privileged few.
Considering the shortage of qualified FI teachers, it is in school boards' interests to keep FI exclusive and not expand the programs across the province. Inclusion of diverse students in immersion is further hindered by programmatic concerns.
Even though the Ministry of Education has published documents emphasizing the importance of inclusion of ELLs (2015) and students with special education needs (2016) over half a decade ago, regional policies have yet to integrate or consider these two marginalized groups.
There is a need to critically review equity documents and consider how to actually implement equitable practices, not just 'include everyone'. We need to move beyond theoretical inclusion to practical and critical inclusion. What are we including our students in? If they are included into a white supremacist oppressive program, this is not progress.
This study reveals that FI policies need to be revised and adapted to better fit all students.
Suggestions for Improving FI Policies and Programs*
*Taken from an article I am in the process of publishing.
More entry-points into the program
This will allow recent immigrants to participate in the program. It may also mean that FI students have more choice in enrolling in FI to start with, which could contribute to higher engagement and better results from the program.
More critical and less Eurocentric / colonial curricula
As it stands, the curricula are very Euro-centric and colonial. Spending more time on the diversity of la francophonie instead of France and other White francophone countries will better represent the reality of French speakers across the globe and in Canada. Additionally, FSL programs must be places of disruption against colonialism, otherwise they simply reinforce the colonial narrative and colonial dominance of the French language.
Expanding and / or moving FI school locations
FI schools need to be located in diverse areas across school boards, not only in middle and upper-class neighbourhoods. This may help diversify the program, however it should be noted that dual-language programs have schools located in lower income and racially diverse communities and middle-class white families simply bus in to attend these schools. Diversifying program locations is not enough, this need to be done in an intentional way that supports racially minoritized and lower income students in accessing FI.
Provide transportation to all students
This will allow lower income students who live further away from established immersion schools and centres to be able to access them at no cost. Having students pay to attend school is a clear equity issue.
Create an equitable enrolment model where more diverse students are prioritized
A lottery system is perhaps the most equitable model for FI enrolment, but prioritizing those students who are traditionally under-represented in FI will help fill in some gaps around income, race, home language, and more.
Offer free resources and tutoring to students
Lower income students particularly will benefit from free resources that will help support their language development in the FI program. Establishing a tutoring program that is free and accessible through the school / community is another excellent way to support students who cannot afford a tutor and who need extra help in the program. This could help students with special education needs and ELLs succeed in FI.
Provide supports for students with special education needs in FI and make them aware of these supports
There are not enough supports for students with special education needs in FI. These need to be developed and easily accessible to eliminate the choice between education support and leaving the FI program. Moreover, students need to be aware of what supports exist for them. Many may be unaware of existing supports!
Provide more resources and training for teachers to support diverse learners in FI
Practicing teachers need professional development to support ELLs and students with special education needs in FI programs. Teacher education programs need to provide more robust training for their teacher candidates about supporting diverse students in FSL programs. There needs to be resources, training, and staff so that the Ministry's goal of an inclusive FSL program can be actualized.
Promote the program in poorer neighbourhoods, to newcomers, and ELLs
Completing targeted promotion in neighbourhoods where there are students of colour, lower income students, newcomers, and ELLs will help narrow the under-representation of these groups in FI programs. Some families may be unaware of FI and its benefits. They may also be unaware of their eligibility to attend these programs.
Future Research
My future research will investigate racially minoritized students in FI programs in Ontario to start addressing this gap in the literature.
Some questions that I have are:
What are racially minoritized students' experiences in FI?
How do teachers and students in FI engage with race? What resources do they use to address race?
How do FI/FSL teachers enact equity policies?
How are FI programs perpetuating or countering colonial narratives?
Why do racially minoritized students stay in FI programs?
What do racially minoritized students think of FI programs?
What do racially minoritized students do after they graduate or leave the FI program? Do they continue to use and/or study French outside of FI?
