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ERIC Number: EJ871202
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1918-5227
Inclusion in French Immersion in Canada: One Parent's Perspective
Mady, Callie; Arnett, Katy
Exceptionality Education International, v19 n2-3 p37-49 2009
Through an examination of one mother's journals about her son's academic struggles to navigate the French immersion (FI) program in Canada, this article explores the tensions that exist when the construct of "inclusion" is juxtaposed against that particular second language-learning context. The analysis of the mother's journals revealed three distinct stress points between the two systems: the conflict between the diagnostic policies/procedures for learning disabilities and the ideals of inclusion, the "status" often accorded to FI and how that has naturally inhibited inclusion, and the limitations of the research on struggling students in FI. This article argues that in this age of celebrated learner diversity and calls for corresponding differentiated instruction, these stress points must be addressed in order for FI to foster a learning environment that is accessible and beneficial to all. (Contains 4 figures and 6 footnotes.)
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada