Attitudes to and Impact of French Immersion
Keywords:
French immersion, bilingual education, school enrolment, educational policy, Ontario schoolsAbstract
There is strong pedagogical evidence that French immersion works. However, its very success and resulting popularity have lowered demand for English programs. This study of attitudes to French language teaching in anglophone schools, and of enrolment patterns in them, is based on a 1985 investigation of a medium-sized school board in an Anglophone region of southern Ontario. The data on attitudes come from nearly 100 interviews with teachers, principals, and school board officials, and 500 extended questionnaire replies from parents of students in French immersion and in English programs. School board records provided data on enrolment patterns.
References
Canadian Education Association. (1983). French immersion and the school boards: Issues and effects. Toronto: Canadian Education Association.
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McGillivray, W. R. (1979). Administrative problems in early French immersion. In B. Mlacak & E. Isabelle (Eds.), So you want your child to learn French! (pp. 106-110). Ottawa: Canadian Parents for French.
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Swain, M., & Lapkin, S. (1983). Evaluating bilingual education: A Canadian case study. Clevedon, UK: Multilingual Matters.
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