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ERIC Number: EJ910871
Record Type: Journal
Publication Date: 2010
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0380-2361
Student Engagement in an Ottawa French Immersion High School Program
Makropoulos, Josee
Canadian Journal of Education, v33 n3 p515-540 2010
This article makes a contribution to the field of French immersion studies by examining the engagement realities of two groups of students in an Ottawa French immersion high school program: those with and without a parent who makes them eligible for minority French language instruction as outlined by Section 23 of the "Canadian Charter of Rights and Freedoms." Findings indicate that students from both official language groups, who came from varying class backgrounds, similarly demonstrated the ability and willingness to follow the secondary French immersion program offered at the university level. Although students with Anglophone parents were found to benefit from cultural capital such as family support and "voluntary minority" belief systems, students with a parent eligible for minority French language instruction benefited from French language capital acquired with family, in social contexts and sometimes in French school. At times, students also had overlapping and cross-cutting realities depending whether they came from EFI or LFI programs. To conclude, this article suggests that French immersion programming and related policies should take into consideration the multifaceted engagement realities of secondary student populations from the two official language communities. (Contains 1 table and 2 footnotes.)
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada