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…

Increasing migration-induced language diversity is putting pressure on the teaching of regional and minority languages in official bi- or multilingual regions. This study presents an in-depth analysis of teachers' and teacher trainers' beliefs and views towards language awareness and translanguaging approaches as possible ways to enhance pupils'…

French immersion programs in Saskatchewan have traditionally served to further the goals of additive bilingualism between Canada's two official languages, French and English. Whereas these programs have historically consisted of predominantly Anglophone populations, recent trends in immigration have contributed to the increasingly diverse…

This article offers a review of policy and research as they relate to Allophones and their access to French Second Official Language (FSOL) programs in English-dominant Canada. Possible areas of future research are woven throughout the review as questions emerge in the summary of relevant literature. (Contains 3 notes.)

There is now consensus among researchers and educators that parental involvement in education is related to children's academic and social success at school. However, less is known about the reasons why some parents choose to become involved and others do not. In recent years, there has been a move towards developing theoretical models which can…