Principals’ Beliefs About Language Learning and Inclusion of English Language Learners in Canadian Elementary French Immersion Programs

Abstract

Gatekeepers’ language ideologies and beliefs about language learning determine how learners experience French as a second language programs, in particular, their access to, and success and inclusion in, the French immersion (FI) program. In this article, we explore how FI principals understand language learning and the inclusion of English language learners (ELLs) and how these perspectives shape school policy in FI programs. The study took place in a large urban school board in southern Ontario with student population consisting of 50% ELLs. After conducting a questionnaire with principals across the school board, we interviewed a subgroup of principals gathering quantitative and qualitative data. In addition, we consulted the board’s website and documentation provided to parents regarding enrolling their children in FI. The study highlights convergence or divergence from principals’ beliefs in relation to board policy about access and inclusion to the FI program. Through critical discourse analysis, data revealed that principals have contradictory beliefs about language learning, and at times principals struggle to reconcile these beliefs with official board policy. While FI principals are mostly positive about including ELLs in FI, to provide equal access to the program, they would benefit from (a) moving away from a definition of bilingualism as equalingualism and (b) expanding and developing the meaning of inclusivity beyond physical presence to adapt the FI space for greater inclusion of ELLs.

The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion

“…However, some teachers and school administrators expressed the notion that all studentsregardless of first language-should initially be included in French immersion, but that those who are later deemed to be experiencing difficulty should be removed. The criteria upon which these enrolment decisions should be based-limited English proficiency, academic difficulties, and behavioural challenges, to name a few-were not consistent amongst participants, which corroborates the findings of Mady and Masson (2018) regarding the contradictory views of immersion principals. Most educators expressed the view that the school board should not adopt a widespread policy or practice pertaining to the inclusion of allophone students.…”

“…Subsequently, Mady (2011) found that immersion teachers espoused less inclusive views regarding allophone students than did core French teachers. More recently, Mady and Masson (2018) conducted surveys and interviews with principals of immersion schools. They found that principals held divergent views regarding their roles as gatekeepers of immersion, and disagreed over whether allophones should attain a high level of English proficiency before beginning the program.…”

Who Is Immersion for?: A Critical Analysis of French Immersion Policies

“…Students who do well in French often have parents who push them, value language learning, and provide them with language learning resources (Makropoulos, 1998). Socalled 'weak' students and English language leaners (ELLs) are discouraged from entering the program or pushed out when they encounter any issues (Mady, 2016). FI programs tend to reproduce social hierarchies around intellectual ability, language abilities, and socioeconomic status.…”

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

“…To examine principals' beliefs, their perceptions or opinions regarding pedagogical issues were recently investigated by, for example, Cohen-Azaria and Zamir [8], Mady and Masson [9], DeMatthews, Kotok, and Serafini [10], Brauckmann, Pashiardis and Ärlestig [11], and Larsson and Rönnlund [12]. These studies verified that the belief factor can play a significant role in a principal's influence on various school matters and, therefore, should be considered an important factor for examination.…”