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This mixed-methods study examines teachers, principals, and central office staff across eight school divisions in Saskatchewan, Manitoba, and Alberta, focusing on refugee-background students. Survey and interview findings are triangulated to address program suitability, language learning, student challenges, and available supports and resources. Using sociolinguistics for change, the study analyzes ideologies including English-first beliefs, deficit orientations, and tensions between inclusion and support.",{"@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/refugee-background-students-in-canadian-french-immersion-programs-exploring-the-perspectives-and-ideologies-of-educators/596374/",{"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/refugee-background-students-in-canadian-french-immersion-programs-exploring-the-perspectives-and-ideologies-of-educators/596374.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","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 research questions does the study focus on regarding refugee-background students in French immersion?","Question",{"text":112,"@type":113},"The study examines perspectives on four themes: suitability of French immersion, language learning, challenges facing refugee-background students, and the supports and resources available in French immersion programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze educators’ perspectives?",{"text":117,"@type":113},"It triangulates survey responses (N=126) and interviews (N=40), then interprets the findings through sociolinguistics for change to identify underlying ideologies.",{"name":119,"@type":110,"acceptedAnswer":120},"What ideologies are identified among French immersion educators?",{"text":121,"@type":113},"The analysis highlights English-first ideologies, deficit ideologies, and ideological tensions between inclusion and support.","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},596374,1792189040,{"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},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Refugee-Background Students in Canadian French Immersion Programs: Exploring the Perspectives and Ideologies of Educators  \nStephen Davis  \nUniversity of Regina  \nAbstract  \nFrench immersion (FI) programs are becoming increasingly culturally and linguistically diverse as a result of growing migration to Canada. In the present mixed-methods study, Iexplore the perspectives and ideologies of teachers, principals, and central office staff in eight school divisions in Saskatchewan, Manitoba, and Alberta with respect to refugee-background students in FI programs. Through the triangulation of survey responses (N=126) and interviews (N=40), I examine perspectives pertaining to four themes: 1) suitability ofFI for refugee-background students; 2) language learning; 3) challenges facing refugee-background students; and 4) supports and resources in FI programs. Adopting the theoretical perspective of sociolinguistics for change, I discuss three underlying ideologies shaping the perspectives ofFI educators across the Canadian Prairies: 1) English-first ideologies; 2) deficit ideologies; and 3) ideological tensions between inclusion and support.  \nRésumé  \nLes programmes d’immersion française (IF) deviennent plus diversifiés sur le plan culturelet linguistique grâce à la migration grandissante au Canada. Dans la présente étude à méthodes mixtes, nous explorons les perspectives et les idéologies des enseignant.e.s, des directrices.eurs et du personnel du bureau central dans huit conseils scolaires en Saskatchewan, au Manitoba et en Alberta par rapport aux élèves réfugiés en IF. En triangulant les réponses au questionnaire (n=126) et les entrevues (n=40), nous examinons les perspectives sur quatre thèmes : 1) la pertinence de l’IF pour les élèves réfugiés; 2) l’apprentissage langagier; 3) les défis des élèves réfugiés; et 4) les soutiens et les ressources en IF. Adoptant la perspective théorique de la sociolinguistique pour le changement, nous discutons de trois idéologies sous-jacentes des éducatrices.eurs à travers les prairies canadiennes: 1) les idéologies anglo-dominantes; 2) les idéologies déficitaires; et 3) les tensions idéologiques entre l’inclusion et le soutien.  \nRefugee-Background Students in Canadian French Immersion Programs: Exploring the Perspectives and Ideologies of Educators  \nIntroduction  \nHistorically, French immersion (FI) programs across Canada have served predominantly English-speaking, Canadian-born students in their pursuit of bilingual education in the country’s two official languages, French and English. Whereas FI programs have traditionally privileged white, Canadian-born, and English-speaking families to the detriment of racialized, newcomer, and multilingual families, such programs are becoming more culturally and linguistically diverse as a result of increasing global migration to Canada. Researchers have examined the experiences of multilingual families and learners in FI programs, including the motivation of such families to learn French and English, the language learning outcomes of multilingual students, and the perspectives of educators regarding the inclusion of such learners (Bourgoin & Dicks, 2019; Dagenais & Berron, 2001; Dagenais & Jacquet, 2000; Dagenais & Moore, 2008; Davis et al., 2019, 2021; Knouzi & Mady, 2017; Mady, 2007, 2015). Nevertheless, researchers have not focused on the experiences of refugee-background learners in FI programs; this represents a critical gap in the scholarship insofar as the number of refugee-background learners arriving in Canada is growing rapidly and their bilingual education experiences remain largely unexamined.  \nIn the present paper, I illustrate the findings of a mixed-methods study exploring the perspectives ofFI educators with respect to refugee-background students in eight school boards across the Canadian Prairies. First, I begin by introducing key terms and definitions for this study. Second, I offer a literature review focusing on research examining edu","cbCainVrj4HQZFlx","https://ap.wps.com/l/cbCainVrj4HQZFlx","pdf",349988,29,"English","# Introduction\n## Multilingual Learners and Refugee-Background Students: Shaping Understandings\n# (Further sections implied)\n## Suitability, Learning, Challenges, and Resources\n## Educator Ideologies and Recommendations","[{\"question\":\"What research questions does the study focus on regarding refugee-background students in French immersion?\",\"answer\":\"The study examines perspectives on four themes: suitability of French immersion, language learning, challenges facing refugee-background students, and the supports and resources available in French immersion programs.\"},{\"question\":\"How does the study analyze educators’ perspectives?\",\"answer\":\"It triangulates survey responses (N=126) and interviews (N=40), then interprets the findings through sociolinguistics for change to identify underlying ideologies.\"},{\"question\":\"What ideologies are identified among French immersion educators?\",\"answer\":\"The analysis highlights English-first ideologies, deficit ideologies, and ideological tensions between inclusion and support.\"}]","Refugee-Background Students in Canadian French Immersion Programs - Exploring the Perspectives and Ideologies of Educators | PDF",1792082960,73]