This conceptual paper examines how continuing education functions as a pathway to professional integration for immigrant women in Quebec’s early childhood sector. Drawing on theories of linguistic capital, interculturalism, gendered labour, and institutional power, the paper analyzes how language policies, particularly the requirements reinforced under Law 14, shape access to employment, recognition, and mobility. Rather than presenting empirical findings, the study offers a critical synthesis of existing research, policy documents, and theoretical frameworks to illuminate the structural tensions immigrant women navigate as they pursue early childhood education qualifications. The analysis highlights how continuing education can both empower and constrain learners, depending on how linguistic expectations intersect with institutional norms. This work provides a conceptual foundation for future empirical research on inclusive practices within Quebec’s CPE system and the role of collaboration between ministries, colleges, and early childhood centres.

Authors:
Fatma Abuareaf, Champlain College Saint-Lambert, Canada

About the Presenter(s)
Fatma Abuareaf, Early Childhood Educator with a passion for research, BA in Journalism, leveraging observational & investigative skills, and a Qualified graduate of Champlain College's ECE program, exploring topics in Social-Emotional Learning, child-centered education & early childhood development to support immigrant families & young children.

Connect on Linkedin
https://www.linkedin.com/in/fatma-abuareaf-community-service-coordinator-2814155

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