[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596341-105":59,"doc-detail-596341-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","who-is-immersion-for-a-critical-analysis-of-french-immersion-policies","Who Is Immersion for - A Critical Analysis of French Immersion Policies","","Elitism has persisted in Canada’s French immersion since its early development. This study critically examines how two racially diverse Ontario school boards, along with Ontario immersion policy and related curricular and documentary materials, construct and sustain an “elite” student profile. The analysis shows an elite identity aligned with White, middle-class, English-speaking, established residents, reinforced by assumed wealth, limited support resources, Eurocentric curricula, and resident-favoring entry points. 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This study examines how two racially diverse Ontarian school boards and Ontario French immersion policy, curricula, and other related documents construct and support an elite student within the immersion program. The elite student who emerged from immersion documents is a White, middle-class, English, established resident, mirroring the current demographics of the program. A middle-class bias emerged within the documents due to an assumed wealth, and lack of financial assistance, transportation and promotional materials. The program locations themselves favoured the middle-class. The curricula demonstrated a Eurocentric focus and colonial lens. In the documents of this study, it was assumed that parents had functional knowledge of English and French. Program entry-points favoured established residents over newcomers. Given its evident elitism, there has been a shift toward inclusion, particularly for students with special education needs and English language learners. However, this inclusion has yet to be critically enacted.  \nRésumé  \nL’élitisme est un concerne dans le programme canadien de l’immersion française depuis son lancement. Cette étude examine comment deux conseils scolaires ontariens et multiraciaux et les politiques, le programme d’études, et d’autres documents ontariens d’immersion française construisent et soutiennent un élève d’élite dans le programme d’immersion. L’élève d’élite qui émerge des documents est blanc, d’une classe moyenne, anglophone et unrésident établi, ce qui reflète les données démographiques actuelles du programme. Un biais envers la classe moyenne s’est émergé dans les documents à cause d’une richesse présupposée et un manque d’assistance financier, du transport et de matériaux promotionnels. Les programmes se trouvent dans les quartiers de classe moyenne. Le programme d’études démontre un focus eurocentriste et colonial. Dans les documents de cette étude, on suppose que les parents ont une connaissance fonctionnelle de l’anglais et du français. Les points d’entrée du programme donnent préférence aux résidents établis au lieu des immigrés récents. En vue de son élitisme évident, on voit un changement vers l’inclusion, surtout pour les élèves avec des besoins spéciaux et les apprenants de l’anglais langue seconde. Cependant, cette inclusion n’est pas encore mise en pratique de façon critique.  \nWho is Immersion for?: A Critical Analysis of French Immersion Policies  \nIntroduction  \nFor decades now, French immersion (FI) has been critiqued for being an exclusionary program for elite students (Olson & Burns, 1983), meaning White, middleclass, anglophone students with high academic achievement. As a FI teacher, I recall a Black student saying to me,“well, I’m the only Black guy in immersion,” to which we both responded with a chuckle. While this comment was meant to be observational humour, it shows how elitism is known and exclusion is experienced by students and teachers alike, particularly from minoritized backgrounds.  \nFI is a Canadian publicly funded school program where non-francophones1 are taught the provincial curriculum in French for at least 50% of the school day. Many variations of this program exist across the country with different entry years (usually grade one or senior kindergarten) and required hours of instruction in French. Immersion began in the 1960s because middle-class parents were worried their children would be left out of the Quebecois job market when French became the official language in Quebec (Heller, 1990) . FI became popular across the country as more parents heard of its success and wanted their children to have a competitive edge in the job market (Makropoulos, 2009) . Students who attend FI are said to have many benefits, such as: increased level of focus and general ","cbCaiuBtMYyoykbj","https://ap.wps.com/l/cbCaiuBtMYyoykbj","pdf",365039,23,"English","# Abstract\n# Introduction\n# Literature Review\n## Generalized Elite Status","[{\"question\":\"What does the study examine about French immersion policies?\",\"answer\":\"It examines how Ontario French immersion policy, curricula, promotional materials, and related documents construct and support an elite student within the program.\"},{\"question\":\"What profile of “elite” student emerges from the immersion documents?\",\"answer\":\"The documents construct an elite student who is White, middle-class, English speaking, and an established resident, reflecting the program’s demographics.\"},{\"question\":\"What factors contribute to elitism in French immersion materials?\",\"answer\":\"A middle-class bias appears through assumed wealth and limited support such as financial assistance, transportation, and promotional materials, along with program locations and entry points that favor established residents.\"}]","Who Is Immersion for - A Critical Analysis of French Immersion Policies | PDF",1792082900,58]