Bilingual Education in Ontario Research Paper by Quality Writers

Bilingual Education in Ontario
This paper looks at bilingual education and special education in Ontario.
# 104951 | 3,145 words | 18 sources | MLA | 2008 | US

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In this article, the writer notes that 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. The writer points out that 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. The writer also notes that others speak French in the home but in dialects that demand instruction towards French as it is spoken in Canada. Moreover, in Anglophone areas of Canada, the special education student is entitled to study French, like all students, just as he or she is entitled to studies as much as possible resembling those of mainstream students. The writer reflects on what is understood by the term of bilingual education as it appears to have several implications depending upon the situation, languages or kinds of students involved.

Special Abilities & Problems
Acquiring an Approach
Assessment Pitfalls
Withdrawing Children
Concluding Remarks

From the Paper:

"Special Education has been an important issue in the Province of Ontario's francophone boards that sometimes receive students who do not speak French in the home or otherwise encounter the French-medium school as a place of language acquisition. Only in 2004 did the Ontario government resolve to step up funding for Special Education classes, assessment and support services so that all francophone schools do cater to the roughly 10% of students, as in Anglophone boards, to require Special Education for some or all of their education. In areas where bilingualism is usual or valued, Francophone Special Education students have sometimes been assigned to local English-medium schools that do offer Special Education.
Where bilingual schools exist, similarly, the expectation in some boards has been that Special Education will be taken in English. French immersion schools in Ontario are charged with providing French-medium Special Education for students in need. In Anglophone areas, bilingual schools and classes have expanded greatly, along with French immersion facilities that a generation ago were seen as suiting advanced or 'gifted' students but now serve generic students, French immersion schools offer their French-medium Special Education classes, too."

Sample of Sources Used:

  • Albanese, J.F. "Language Lateralization in English-French Bilinguals." Brain & Language. 24. (1985): 284-296.
  • Allwright, R. "The Importance of Classroom Interaction in Classroom Language Learning." Applied Linguistics. 5. (1984): 156-171.
  • Baker, C. Foundations of Bilingual Education and Bilingualism. 4th edition. Clevedon: Multilingual Matters, 2006.
  • Bialystok, E. & D. Shapero. "Ambiguous Benefits - The Effect of Bilingualism on Revising Ambiguous Figures." Developmental Science. 8. (2005): 595-604.
  • Bialystok, E. "Effects of Bilingualism and Bi-literacy on Children's Emerging Concepts of Print." Developmental Psychology. 33. (1999): 22-31.

Cite this Research Paper:

APA Format

Bilingual Education in Ontario (2008, June 25) Retrieved August 03, 2020, from

MLA Format

"Bilingual Education in Ontario" 25 June 2008. Web. 03 August. 2020. <>