What is your ‘first’ language in bilingual Canada? A study of language background profiling at publicly funded elementary schools across three provinces
Abstract
Canada is a country with a complex linguistic and cultural landscape characterized by two official languages (English and French), a steady influx of immigrants, and a number of aboriginal communities. In a broader global environment bilingualism and multilingualism are increasingly recognized as a norm. In this paper, I review language background profiling practices at publicly funded Canadian elementary schools. While school boards recognize some aspects of bilingualism and multilingualism, most registration forms do not allow explicitly for the possibility of a child having more than one first/native language. Based on this paper’s analysis, I recommend (a) allowing parents to include more than one native language in registration forms, (b) include questions related to students’ dominance, primary language or most frequently used language; (c) distinguish between exposure to a language and spoken ability in a language.
Notes
Location
Three province comparison (Alberta, BC and Ontario)
Key recommendations
Allow for parents to list more than one language on school registration forms; Include questions related to students’ dominance, primary language or most frequently used language; Distinguish between exposure to a language and spoken ability in a language
Key populations
School-aged children in three provinces; School boards
Key findings
Overall school systems in all three provinces appear to moving toward a supportive emphasis on multilinguilism over monolinguilism which is seen as a positive development
Gaps identified
There continue to be gaps in how school boards ask about language proficiency of incoming students
Community organizations
NA
Integration timeline
At what point during the integration process the study was conducted?
NA
Open-access – No