A study saw racialized students in Ontario French immersion programs write monologues and stories about their experiences, and also invited immersion stakeholders like teachers and parents to give feedback on race and racism in Ontario immersion programs.

Debates among researchers, educators and parents continue about the successes and challenges with French immersion programs across English-speaking parts of Canada.

Programs are criticized for being elitist by some and praised for being exceptional by others.

My master’s research showed how Ontario and Toronto French immersion policies exacerbate inequities, finding that program locations favoured middle-class students, curricula demonstrated a Eurocentric focus and colonial lens and program entry-points favoured established residents over newcomers.

My PhD work research has relied upon a collective creation research method known as “playbuilding” to propose ways French immersion programs can be more culturally responsive and anti-racist.

Read the full article written by York University Faculty of Education Phd candidate Marika Kunnas on The Conversation Canada web site.