Overcoming barriers to access in French immersion: Special education needs and socioeconomic status

Abstract

Canadian French immersion (FI) programs have increased in popularity due to the social and developmental benefits of English–French bilingualism. However, several studies have shown that FI programs do not provide equitable access to diverse students, nor do they provide adequate support to these students once they gain access to the program. To examine these issues in finer detail, the current study interviewed eight parents on their child(ren)’s enrollment and participation in FI programs. We specifically queried the impact of special education needs (SEN) and socioeconomic status (SES) on these families’ experiences. Results showed that parents encountered barriers on multiple levels while supporting their children in the FI program. These barriers increased significantly for children who had SEN, and/or for children and families from low SES communities.