Gatekeepers’ perspectives: Kindergarten teachers and French immersion principals’ perspectives on the inclusion of immigrant English language learners in French immersion (original) (raw)

Whether French immersion (FI) is a suitable program for all students has been a topic of debate for decades (e.g., Genesee, 1992; Mannavarayan, 2002; Trites & Price, 1976). Although much of the deliberations have centered around students with learning difficulties (e.g., Arnett, Mady, & Muilenburg, 2014), Swain and Lapkin (2005) highlighted the presence of English language learners (ELL) in FI as an area in need of examination. While some studies have revealed ELLs’ success in FI (e.g., Mady 2015), the same studies have shown ELLs to be underrepresented, giving rise to the question of access. Through a questionnaire and interviews with FI teachers, Mady (2011) revealed teachers not only questioned the suitability of FI for ELLs but also took steps to limit their access. This presentation explores the question of access to FI for immigrant ELLs from the perspective of kindergarten teachers and French immersion principals. In a context where FI starts in Grade 1, kindergarten teachers and principals are often sought out for advice regarding potential FI enrolment and thus have the potential to influence parental choice. Through questionnaires (N=81) and semistructured interviews (N=12), the participants revealed that while they thought ELLs should be included in FI there were several factors that they would consider and/or encourage immigrant parents to consider (e.g., level of English competency, need to focus on English). Although this presentation will not provide a definitive answer to the debate, it will examine gatekeepers’ perspectives with the view to improving information dissemination to parents.