Towards social justice and equity in English as an Additional Language (EAL) policies: The agency of immigrant parents in language policy advocacy in Alberta schools
Abstract
An effective language policy for migrant students is essential for educational systems. This study explored how immigrant parents advocated for more equitable English as an Additional Language (EAL) policies and practices in Calgary, Alberta, Canada. Participants challenged the deficit perspective on immigrant parents and English language learning.
Notes
Community organizations: n/a
Future research/gaps identified:
- Research on the direct effects of immigrant parents’ advocacy on policy development, policy implementation and political influence is needed.
Integration timeline
- Newcomers (not defined)
Key populations
- Immigrant parents who now live in Calgary, AB
Location
- Calgary
- Alberta
Key findings
- There are significant inequities in Albertan EAL policies
- Parents adopted advocacy strategies to counteract these inequities and discrimination that affected their children
Key recommendations
- Include immigrant parents as decision-makers, collaborators and policy stakeholders in school and educational policies
- Stop viewing and treating immigrant parents from a deficit-perspective
Open access – No
