Teachers of refugee children opening up dialogic spaces across interruptions and change

Early Childhood Research Quarterly, Journal Year: 2025, Volume and Issue: 72, P. 25 - 34

Published: Jan. 1, 2025

Language: Английский

Refugee-background students in Canadian French immersion programs: Exploring the perspectives and ideologies of educators

Canadian Journal of Applied Linguistics, Journal Year: 2024, Volume and Issue: 27(1), P. 96 - 124

Published: March 15, 2024

French immersion (FI) programs are becoming increasingly culturally and linguistically diverse as a result of growing migration to Canada. In the present mixed-methods study, I explore perspectives ideologies teachers, principals, central office staff in eight school divisions Saskatchewan, Manitoba, Alberta with respect refugee-background students FI programs. Through triangulation survey responses (N=126) interviews (N=40), examine pertaining four themes: 1) suitability for students; 2) language learning; 3) challenges facing 4) supports resources Adopting theoretical perspective sociolinguistics change, discuss three underlying shaping educators across Canadian Prairies: English-first ideologies; deficit ideological tensions between inclusion support.

Language: Английский

Preferences and Challenges in Access to Childcare Programs: A Mixed-Methods Study with Newcomers to Canada

International Journal of Early Childhood, Journal Year: 2023, Volume and Issue: 56(3), P. 421 - 441

Published: Nov. 17, 2023

Language: Английский