Multilingual Learners in Canadian French Immersion Programs: Looking Back and Moving Forward

Abstract

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 ofcial languages, French and English. However, FI programs are becoming increasingly culturally and linguistically diverse as a result of increased global migration to Canada, and many newcomer, multilingual families are interested in providing ofcial-language bilingual education opportunities for their children. Te present article is a hybrid literature review and refection article pertaining to multilingual learners in FI programs. Te frst section presents a synthesis of post-millennial research (2000-present) according to the following four areas of inquiry: (a) language education policy, (b) educator perspectives, (c) motivation, and (d) achievement. Subsequently, the second section introduces two emerging areas for future research: (a) intersections of race, migration, and language; and (b) plurilingual education. Te article seeks not only to summarize recent research with respect to multilingual learners in FI programs but also to set the stage for important and timely areas of future research and to promote more inclusive and equitable FI programs in Canada.