By Stan Shapson, V D'Oyley
This e-book presents a conceptualisation of bilingual (French-English) and multicultural schooling. Its major reasons are to synthesise fresh responses to bilingual and multicultural schooling; to spot the problems coming up out of the universities’ responses to those new demanding situations; and to ascertain destiny instructions for academic coverage.
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Additional info for Bilingual and multicultural education: Canadian perspectives
This change in ethnic composition has challenged the schools, particularly in large urban centres, to broaden their education approaches for students from different linguistic and cultural backgrounds. Existing publications largely deal with either bilingual or multicultural education in Canada, rarely attempting to develop both areas simultaneously. In order to best reflect features of Canadian society and government policy, the focus of the book will include a conceptualization of both bi- Page 2 lingual and multicultural education.
The typical core program uses almost an entirely formal strategy. Extended programs use a combination of formal and functional strategies with the stress being on the formal aspects of language. The immersion program uses largely the functional strategies although it too must include a great deal of formal language teaching. The submersion situation is mostly a language use approach without any prior language study or language practice. Why second language teaching programs? The four approaches to second language teaching provide programs for students motivated by necessity, economics, and cultural attractions.
One of the families surveyed felt that by putting children into an immersion program they would ensure a more challenging education for them. The fourth group of reasons was more altruistic. Some of the people questioned felt that as Canada does have two official languages, and a vibrant French culture worth understanding, an immersion program might be the way to learn about them. These four groups of reasons, given by Anglophone parents, differed from the reasons found in Quebec where English is taught as a second language.