Author: Policy Research Branch, IRCC
Year of Publication: 2020
This study documents the trajectories of French-speaking immigrants living in Francophone minority communities as they entered the educational profession. The data is from interviews with French-speaking immigrants in Vancouver, Northern Ontario, Ottawa, and Halifax. Generally successful in their program, the teaching practicum was a more sensitive stage of the process, and issues related to the cultural competence of the host community arose. We recommend that IRCC reflect on possible actions and implement measures to facilitate better access of immigrant teachers to the profession through incentives, culturally sensitive educational programs, and measures to assist in their integration into the teaching field.