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Volume 12, Issue 1
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Abstract

Abstract

This study explored the academic achievement of students who speak a minority language (ML) at home (i.e., a language other than the official languages of Canada, English and French) and who have special education needs (SEN), in two educational programs that differed in language of instruction: English language of instruction (ELoI), and Early French Immersion (EFI). The proportion of students ( =  131) meeting the provincial standard in reading, writing, and mathematics and the effect of gender, place of birth, socio-economic status, English proficiency level, and program were analyzed. Writing was the strongest domain, followed by reading and mathematics. ML-SEN students were equally likely to meet the provincial standard whether in ELoI or EFI, and there were few significant predictors of achievement. Participating in EFI did not increase students’ risk of academic difficulty. Additional supports may be beneficial to ML-SEN students in ELoI and EFI programs.

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2023-10-19
2024-09-07

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/content/journals/10.1075/jicb.23015.sut
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Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs
Journal of Immersion and Content-Based Language Education 12, 1 (2024); https://doi.org/10.1075/jicb.23015.sut
/content/journals/10.1075/jicb.23015.sut
/content/journals/10.1075/jicb.23015.sut
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  • Article Type: Research Article
Keyword(s): academic achievement; dual language education; immersion; minority language students; students with special education needs

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