Implications for Policy and Practice

Finite resources leads to competing priorities, and in turn their relative prioritization. Superficial engagement is a decision to perpetuate the status quo (Lumby, 2012). The perpetuation of systemic inequities sends harmful messages to students and families about their place in the world. It also highlights gaps in training, resources, and accountability. Left unaddressed, these issues deepen existing inequities and make it harder to create truly inclusive environments. 

The streaming of students in minority language immersion, whether intentional, unintentional, or perceived, impacts each language track in disproportionate ways: majority track compositions and configurations are more complex; and difference is under-represented in the minority track. Equipping elementary FI teachers with research-based strategies to support and retain ND learners in FI will contribute to the mitigation of these impacts.

To disrupt and dismantle oppressive systems and make meaningful, scalable, and sustainable improvements educational leaders must emphasize (Radd et al., 2021):

•  collaboration, 

• targeted professional development, 

•  increased/refined resource allocation, and 

• continuous reflection and monitoring.

Without sufficient supports, like human capital or assistive technologies, inclusion will remain hypothetical. Coordinating professional development and resource allocation creates a foundation for meaningful inclusion in FI. By providing ongoing training in inclusive and affirming teaching practices, like the Belonging Framework, teachers become more equipped to support ALL learners.