French immersion (FI) programs in Canada have historically served predominantly Canadian-born, English-speaking students and families in their endeavour to learn both of the country's official languages, French and English. However, FI programs are becoming increasingly culturally and linguistically diverse as a result of increased global…

While dual language immersion (DLI) programs have emerged as one approach to promote culturally and linguistically sustaining education, teachers are not prepared to instruct students who live in the intersection of ability and linguistic differences. Dual language learners (DLLs) with disabilities often do not have access to culturally and…

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 the perspectives and ideologies of teachers, principals, and central office staff in eight school divisions in Saskatchewan, Manitoba, and Alberta with respect to…

In the Canadian context, although most considerations for home-target language use are centred on the presence of English in French Second Language (FSL) programs, the increasing number of immigrants to Canada in general and to southern Ontario in particular has provided an impetus to extend the discussion to include the use of languages beyond…

The academic success and language proficiency in Arabic of bilingual Arabic learners (BAL) in immersion programs have been limited by a lack of effective policies and practices that address the Arabic population's inclusive and equitable educational environment. This qualitative case study aims to provide insight into how academic leaders can…

"Culturally and Linguistically Responsive Education" provides a much-needed blueprint for how school leaders can leverage the power of collaborative learning to create more culturally and linguistically responsive schools. The book describes an innovative network of twenty preK-8 schools located across the United States striving to…

Despite extensive changes in early childhood inclusive education policy and practice, various barriers continue to inhibit access and participation of children with special needs in inclusive schools. Often mentioned barriers include negative beliefs, lack of understanding of inclusive pedagogy and the effectiveness of professional development to…

In this study, I investigate how French immersion students in two junior high schools in Alberta see themselves in Canadian society. The data come from three years of ethnographic research that included classroom observations and 94 interviews with students, teachers, administrators, and parents. This study shows how French immersion students do…