Relationship Between School and Immigrant Families in French-Language Minority Communities in Moncton, New Brunswick: Parents’ Perceptions of Their Children’s Integration

Benimmas, Aïcha; Boutouchent, Fadila; Kamano, Lamine

doi:10.1007/978-3-319-40424-0_12

Cited by 3 publications

(6 citation statements)

References 12 publications

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“…One pre-migration factor that has a considerable impact on schools is the different educational levels of newcomer and Canadian students. Immigrants with traumatic backgrounds are particularly affected by this, as they experience interruptions to their schooling (Benimmas et al, 2017). For instance, immigrant students and parents in one Saskatchewan French school considered the differences in pre- and post-migration educational environments as major barriers to integration (L.…”

Section: School Integration Experiencesmentioning

confidence: 99%

“…D. Carlson Berg, 2010). This includes differences in the classroom such as rules, expectations, teaching methods, and the school systems themselves such as school values and evaluation criteria (Benimmas et al, 2017; L. D. Carlson Berg, 2010).…”

Section: School Integration Experiencesmentioning

confidence: 99%

“…D. Carlson Berg, 2010). Newcomer parents found such differences in culture to be a difficult adjustment (Benimmas et al, 2017).…”

Section: School Integration Experiencesmentioning

confidence: 99%

“…For instance, immigrant students and parents in one Saskatchewan French school considered the differences in pre-and post-migration educational environments as major barriers to integration (L. D. Carlson Berg, 2010). This includes differences in the classroom such as rules, expectations, teaching methods, and the school systems themselves such as school values and evaluation criteria (Benimmas et al, 2017;L. D. Carlson Berg, 2010).…”

Section: Educational and Cultural Gapsmentioning

confidence: 99%

“…D. Carlson Berg, 2010). Newcomer parents found such differences in culture to be a difficult adjustment (Benimmas et al, 2017). This adjustment serves as a barrier for the broader newcomer population as there is often a "hidden curriculum" of accepted norms that are difficult for them to learn (Chuang, 2010, pp.…”

Section: Educational and Cultural Gapsmentioning

confidence: 99%

See 4 more Smart Citations

Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review

Palová¹,

Pagtalunan²,

Rahal

et al. 2023

Canadian Journal of School Psychology

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This literature review explores the integration experiences of francophone newcomer students in anglophone provinces in Canada. It outlines scholarly findings regarding factors that impact the integration of newcomer students into French public-school systems in predominantly English provinces. We identified two themes related to the integration of francophone newcomer students, including (1) school integration experiences, and (2) out-of-school integration experiences. With respect to school integration, three sub-themes were developed: (a) educational and cultural gaps, (b) language diversity, plurilingualism, and identity, and (c) multiple marginalization of newcomers. Some of the factors that were found to affect integration include: differences between pre- and post-immigration educational contexts, English language proficiency, and (mis)recognition of the diversity within the francophone population. Following the review, gaps in the literature are identified, avenues for future research are proposed, and implications for school psychology are discussed.

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Section: School Integration Experiencesmentioning

confidence: 99%

Section: School Integration Experiencesmentioning

confidence: 99%

“…D. Carlson Berg, 2010). Newcomer parents found such differences in culture to be a difficult adjustment (Benimmas et al, 2017).…”

Section: School Integration Experiencesmentioning

confidence: 99%

Section: Educational and Cultural Gapsmentioning

confidence: 99%

Section: Educational and Cultural Gapsmentioning

confidence: 99%

See 3 more Smart Citations

Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review

Palová¹,

Pagtalunan²,

Rahal

et al. 2023

Canadian Journal of School Psychology

View full text Add to dashboard Cite

show abstract

“Be yourself, rediscover yourself, and find new aspects of yourself”: newcomer youth integration in a francophone school system

Molyneux,

Kassan,

2024

Front. Educ.

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Negative school integration experiences can compromise the healthy development of newcomer youth. Little research has explored what affects their experiences; even less has engaged youth in the research process. This study investigated the school integration experiences of French-speaking newcomer youth in a predominantly anglophone Canadian province using the Arts-Based Engagement Ethnography research method. We explored: (1) How do newcomer youth experience a public francophone school? and (2) How do these experiences influence their positive integration into the francophone school system in a predominantly anglophone province? Data from artifacts, interviews, and planned group discussions were organized into four structures: (a) navigating school integration challenges, (b) negotiating identity, (c) confronting biases, and (d) helping other newcomer youth. Underlying patterns painted a rich portrait of newcomer youth school integration experiences, which informed their emerging identity. Findings point to needed changes to supports and services offered to newcomer youth integrating into the francophone school system in a predominantly anglophone province.

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La francisation des élèves nouveaux arrivants et ses effets sur leur intégration socioscolaire : dynamique collaborative entre les organismes d’accueil et l’école francophone du Nouveau-Brunswick

Kamano,

Benimmas

2024

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La présente étude vise à comprendre les initiatives de francisation et ses effets sur l’intégration scolaire et sociale des élèves immigrants à l’école francophone minoritaire du Nouveau-Brunswick. Certains parents allophones choisissent d’inscrire leurs enfants à l’école francophone, ce qui nécessite, de la part de l’école et de ses collaborateurs sociaux, un accompagnement linguistique de ces enfants afin qu’ils soient aptes à poursuivre leurs apprentissages. Dans cette étude, il s’agit spécifiquement de mettre en évidence les principaux facteurs de choix de l’école francophone par les parents d’élèves allophones ou parlant peu le français selon la perspective des intervenantes et intervenants, d’identifier les initiatives de francisation envisagées par l’école et les organismes d’accueil et d’établissement des immigrants, et de décrire les effets de ce processus sur l’intégration scolaire et sociale des élèves nouveaux arrivants. Les données ont été collectées par des entrevues semi-dirigées menées auprès d’enseignantes et d’enseignants, et d’animatrices et animateurs en francisation. En plus des facteurs de choix de l’école francophone, les résultats identifient plusieurs initiatives de francisation des élèves immigrants en contexte francophone minoritaire entraînant des répercussions sur l’intégration scolaire et sociale en ce sens qu’elles permettent à ces élèves de poursuivre les apprentissages entamés dans leurs pays d’origine.

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Relationship Between School and Immigrant Families in French-Language Minority Communities in Moncton, New Brunswick: Parents’ Perceptions of Their Children’s Integration

Cited by 3 publications

References 12 publications

Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review

Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review

“Be yourself, rediscover yourself, and find new aspects of yourself”: newcomer youth integration in a francophone school system

La francisation des élèves nouveaux arrivants et ses effets sur leur intégration socioscolaire : dynamique collaborative entre les organismes d’accueil et l’école francophone du Nouveau-Brunswick

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