Abstract
In Canada, over 20% of the population report a mother tongue other than English or French. In a country that formally embraces the concept of multiculturalism, communities that are interested in the protection and promotion of their respective linguistic and cultural heritages may do so through a variety of heritage language (HL) or international language (IL) programs that are supported by the provincial governments. Multiple generations of Canadian children – including children of interethnic marriages and those with no background in an international language – can be found in these programs that teach non-official languages/immigrant languages, i.e., languages other than English, French, or Indigenous languages. Also found in HL programs are immigrant and refugee children who have arrived in Canada as a result of the recent surge in global migration. Strategic efforts are undertaken by many local school boards, communities, and HL educators to identify meaningful ways of promoting HL teaching and learning. In this chapter, we present an overview of such efforts in HL programs, particularly within the preschool context in Canada. We outline some of the major theoretical concepts, policies, and frameworks that guide HL programs for the early years in selected regions of Canada. Ontario receives a heightened focus because of its status as Canada’s most populous and multilingual province.
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Aravossitas, T., Volonakis, S., Sugiman, M. (2021). Perspectives on Heritage Language Programs in Early Childhood Education in Canada. In: Schwartz, M. (eds) Handbook of Early Language Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-47073-9_36-1
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