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The study examines how FI principals understand language learning and ELL inclusion, and how these perspectives translate into school policy. Conducted in a large Ontario urban school board, it uses questionnaires, principal interviews, and analysis of board materials and website information for parents. Findings show contradictions in beliefs and challenges aligning them with official policy, with recommendations to broaden inclusivity beyond physical presence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/principals-beliefs-about-language-learning-and-inclusion-of-english-language-learners-in-canadian-elementary-french-immersion-programs/595745/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/principals-beliefs-about-language-learning-and-inclusion-of-english-language-learners-in-canadian-elementary-french-immersion-programs/595745.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What do the study’s gatekeepers’ language ideologies affect in French immersion programs?","Question",{"text":112,"@type":113},"They determine how learners experience French as a second language programs, particularly their access to, success in, and inclusion within the French immersion program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted in the Ontario school board?",{"text":117,"@type":113},"The study used a questionnaire with principals, interviews with a subgroup of principals, and consultation of the board’s website and parent-facing documentation.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings say about principals’ beliefs regarding including English language learners?",{"text":121,"@type":113},"The data reveal contradictory beliefs and difficulties reconciling them with official board policy, even though principals are mostly positive about including English language learners to provide equal access.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595745,1792189166,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Principals’Beliefs About Language Learning and Inclusion of English Language Learners in Canadian Elementary French Immersion  \nPrograms  \nCallie Mady  \nNipissing University  \nMimi Masson  \nOISE, University of Toronto  \nAbstract  \nGatekeepers’ 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 ofELLs.  \nRésumé  \nLes idéologies et les opinions des gardiens de l’accès au français langue seconde déterminent la façon dont les apprenants vivent leurs expériences dans les programmes de français langue seconde, y compris leur accès au programme d’immersion française, leur réussite scolaire et leur inclusion dans le programme. Dans cet article, nous examinons comment les directeursd’école d’immersion française voient l’apprentissage d’une langue et l’inclusion des apprenants d’anglais langue seconde et comment leurs perspectives influencent la politique de langue dans le programme d’immersion française dans leurs écoles. L’étude s’est dérouléedans un grand conseil scolaire urbain dans le sud de l’Ontario où 50 % des élèves sont des apprenants d’anglais langue seconde. Après avoir effectué des questionnaires auprès des directeurs d’école du conseil scolaire, nous avons fait des entrevues avec un sous-groupe de directeurs d’école pour récolter des données quantitatives et qualitatives. De plus, nous avons consulté le site Web du conseil scolaire et ainsi que les documents qui sont fournis aux parents qui veulent inscrire leurs enfants dans le programme d’immersion française. Par le  \nThe Canadian Journal of Applied Linguistics: 21, 1 (2018): 71-93  \nCJAL * RCLA Mady & Masson 72  \nbiais d’une analyse de discours critique, les données ont révélé que les directeurs d’école avaient des opinions contradictoires au sujet de l’apprentissage des langues, et dans certainscas, les directeurs d’école avaient de la difficulté à concilier leurs opinions et la politique officielle du conseil scolaire. Bien que les directeurs d’école soient généralement positifs au sujet de l’inclusion des apprenants d’anglais langue seconde dans le programme d’immersion française, pour assurer un accès égalitaire au programme, les directeurs d’école pourraientbénéficier du fait (a) de se distancer d’une définition du bilinguisme comme « équilinguisme » et (b) d’étendre et de développer la définition du concept de l’inclusion au-delà de la présence physique dans la salle de classe pour y intégrer les principesd’inclusion de façon plus approfondie et créer un espace favorable au développement linguistique des apprenants d’anglais langue seconde d","cbCaiivxWMeWBhwa","https://ap.wps.com/l/cbCaiivxWMeWBhwa","pdf",280909,23,"English","# Abstract\n# Background\n## The French Immersion (FI) Context in Canada\n# Study Focus and Methods\n## Questionnaire and Principal Interviews\n## Review of Board Website and Parent Documentation\n# Key Findings and Implications","[{\"question\":\"What do the study’s gatekeepers’ language ideologies affect in French immersion programs?\",\"answer\":\"They determine how learners experience French as a second language programs, particularly their access to, success in, and inclusion within the French immersion program.\"},{\"question\":\"How was the research conducted in the Ontario school board?\",\"answer\":\"The study used a questionnaire with principals, interviews with a subgroup of principals, and consultation of the board’s website and parent-facing documentation.\"},{\"question\":\"What do the findings say about principals’ beliefs regarding including English language learners?\",\"answer\":\"The data reveal contradictory beliefs and difficulties reconciling them with official board policy, even though principals are mostly positive about including English language learners to provide equal access.\"}]","Principals’ Beliefs About Language Learning and Inclusion of English Language Learners in Canadian Elementary French Immersion Programs | PDF",1792081786,58]