Pilot project results: The experience of non-francophone parents who chose a

1. Acknowledgement pilot project funding provided by JERG Joint education research group Pilot project results: The experience of non-francophone parents who chose a francophone school for their children Mary M. MacPhee, Miles Turnbull, & Rachelle Gauthier, Faculty of Education, UPEI Canadian Context and Demographics Parent Profile Research Questions School Leaders’ Perspectives • 93.3% use English to communicate with school staff • 73.3% expect child to complete grade 12 in French school • 100% value parental involvement • Parents understand very little French M=2.47 (SD 1.24) 2 =1-25%; 3=26-50% • Parents feel welcome M=3.93/4 (SD .26) • Parents need staff to communicate in English M=3.47/4 (SD .83) • “…it’s me that’s lacking….every effort made to me in English, I really appreciate.” parent participant individual interviews • Yes + non-francophone students • Varied definitions for francisation • Francisation interest and need but must identify effective practices for implementation and teacher training • Francisation as a shared responsibility: home, school, and community • Early intervention & childcare in French • Importance of parents and support for NF parents but schools’ plate is already full • Acknowledged that skills in L1 transfer to L2 • Schools resist English but NF parents need English to understand and be understood; maximize French at school but respect the bilingual identities 1. What are the experiences and beliefs of non- francophone (NF) parents who chose francophone schools for their children? 2. How and to what degree are non-francophone parents involved in the education of their children? 3. What barriers to parental involvement exist and how can they be addressed? 4. What do PEI francophone school leaders and teachers know about francisation and what do they identify as key issues in supporting and ensuring involvement of NF parents and academic success for NF children enrolled in their schools? • Parental involvement is an important indicator of student school and social success • Parental involvement is even more important in minority language schooling where parents need to show value and support for the acquisition of the minority language • Increasing anglo-dominant and immigrant student population in some contexts: Diverse backgrounds & linguistic abilities • Low academic performance Perceived advantages Teaching Staff Perspectives • Parents are important; English with parents • Varied definitions for francisation   • Texts; literacy, vocabulary/terminology  strategies needed • Encourage French outside of class   • Need for francisation help due to CSLF’s open invitation to have children start in kindergarten   • Acadian roots and pride = + French results   • Jobs, travel, identity, small size as parental motivations . Theoretical framework “Are you kidding me, I can’t believe everyone isn’t in this school,…..I just know this is highest quality, best environment, best expertise and support, even parent relationships, we are such a team.” parent participant in focus group . Data collection Methodology • Multiple methods • Purposive sampling, one school • Survey by parents (N=15) in English 27 items; 4-5 point Likert • Focus groups: • Semi-structured interviews • (N=6) Non-francophone parents- in English • (N=7) Teaching staff - in French • (N=10) School leaders- in French • Individual interviews (N= 5) parents in English