Ottawa’s English public school board is considering modifying, or even eliminating, its elementary early French immersion program, in the name of “equity.” This approach, which aims to bring children back to their neighborhood schools — and which would save $19 million per year — also targets the special education program, also considered old school.
In a report published at the beginning of April, the Ottawa-Carleton District School Board (OCDSB) announced that it was carrying out a review of its elementary programs, modified more than 20 years ago, to improve their “accessibility “. Among the avenues for reflection: transform early immersion (80% French) into an intensive program, which only imposes a threshold of 25% of teaching in French, and integrate children with learning difficulties into general classes .
However, approximately 70% of parents enroll their children in the early immersion program, from the first year. We may now have to wait for 4e year.
In interview at Duty, the director of the OCDSB, Pino Buffone, insists that “no decision has been taken”, and considers the possibility of making no change. In the language of Molière, he assures “that there will be French immersion”, without specifying the form, and recognizes that “earlier” exposure to the language helps his learning.
“We understand that beginning this type of program review raises concern or fear of the unknown among our parents and guardians. We are listening,” he assures. Comments will be “collected over the summer” in order to report to the board of directors this fall. The new framework should come into force at the start of the 2025 school year.
A “broken” system
Explaining its motivations, the OCDSB indicates that “the current framework of the elementary program is not designed according to the principles of inclusion”. The “majority of students with special needs” are enrolled in the English framework program, and “specialized classes can […] reinforce stereotypes and stigma.” “Some students, particularly Indigenous people, are more marginalized,” adds Mr. Buffone. “We serve some students well, but not all,” he summarizes.
The “multiplication of programs” also generates transportation costs amounting to nearly $19 million per year. Funds that otherwise “could be allocated to support educational programs available in community schools,” the report says.
A few days before a meeting with Mr. Buffone, the president of the Ottawa-Carleton Elementary Teachers’ Federation (EFEO), Rebecca Zuckerbrodt, struggled to understand what “equity” problem the OCDSB was referring to, since “every child has the right to the immersion program”.
“Often, we say that in the immersion program, there is less support for students who need it,” says M.me Zuckerbrodt, but “it’s not like it’s pampered or privileged.” She believes that the “problem is much more widespread”. “Basically, if we have specialized needs in this province, there is a problem, because there is not enough support. » According to her, the questions raised by the school board’s approach are indicative of a “system of education financing that is broken in Ontario.”
Not a universal solution
” The parents […] and the children will really have to express themselves,” warns the ETFO, which foresees several “divergences.” If some parents could rejoice at the integration of their child with learning difficulties, there are others “for whom it is inconceivable”, underlines Mme Zuckerbrodt. “For students who really have a lot of health problems, we understand that inclusion may not be possible every day,” acknowledges Mr. Buffone, but he believes that others could benefit from fellow “role models.” “.
Of the same opinion, Francine Julien-Gauthier, full professor at the Faculty of Educational Sciences at Laval University, thinks that it is the “programs (and materials) that must adapt […] rather than creating specialized programs.” She also believes that the establishment of more local education, within communities, “can facilitate the acceptance and development” of these children. The specialist in educational inclusion of children with special needs emphasizes that the integration of these students is increasingly common in Quebec, particularly in remote regions.
” If […] we invest money better to improve the programs that are offered, the reception conditions in schools and in classes, there, I think that can give good results,” says Mme Julien-Gauthier. “But if we do it to save money […], it will not be sustainable in the long term. »
This report is supported by the Local Journalism Initiative, funded by the Government of Canada.