Monologues From the Margins: Racially Minoritized Students' Experiences in French Immersion

• In Event: The Intersection of Race and Language in Bilingual Education Programs and Policies

Abstract

This paper presents three monologues created from an arts-based study investigating race and racism in French immersion programs in Ontario, Canada. French immersion has been criticized for being exclusionary, especially based on race (Yoon & Gulson, 2010), special education status (Wise, 2011), nationality, and home language (Mady, 2013). In this study, participants shared counter-stories and created monologues highlighting their overall thoughts and experiences related to race and racism in French immersion. Participant monologues are analyzed through the lens of critical race theory, thematic analysis, and critical discourse analysis. Findings show that student experiences were negatively impacted by racism and lack of representation in French immersion programs. This study reveals the need for more research into race in French immersion.

Author

• Marika Kunnas, York University