Special Education and French in Ontario
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The paper discusses how Ontario is committed to raising the numbers of fully bilingual adults in the next generation via core French programs, bilingual classrooms and immersion settings. The paper explains the debate on the suitability of French for special education students, arguing in favour of French, bilingual and immersion settings benefiting diverse special ed students. The paper supports J. Cummins' model of second language study and assessment and refers to Baker and Bialystok on the benefits of two languages.
From the Paper:"Canada's two official languages and growing demand for bilingual or French immersion education beyond Francophone areas challenges Special Education teachers, as they must explore different teaching methods and novel approaches to second language studies. Other Special Education teachers face students from new Canadian backgrounds who must acquire French quickly in areas where French is the usual language and medium of instruction. Others speak French in the home but in dialects that demand instruction towards French as it is spoken in Canada."
Cite this Analytical Essay:
Special Education and French in Ontario (2007, December 01) Retrieved September 15, 2019, from https://www.academon.com/analytical-essay/special-education-and-french-in-ontario-134401/
"Special Education and French in Ontario" 01 December 2007. Web. 15 September. 2019. <https://www.academon.com/analytical-essay/special-education-and-french-in-ontario-134401/>