Yes, they can! An examination of EQAO data suggests that children with special education needs who are enrolled in French immersion have higher English academic performance compared to children with special education needs who are enrolled in the English Language of Instruction program. To find out more about these findings and to read more about the implications of these findings for inclusive practices, check out this collaborative paper.

Tuesday, January 12, 2021  |  Categories: Applied Linguistics & Discourse Studies, Tamara Sorenson Duncan