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AUTHOR Obadia, Andre A. TITLE French Immersion in Canada: Frequently Asked Questions (FAQs). INSTITUTION Canadian Parents for French, Ottawa (Ontario). PUB DATE 96 NOTE 8p. AVAILABLE FROMCanadian Parents for French, 309 Cooper Street, Suite 210, Ottawa, Ontario K2P 0G5 Canada (members: $3.50 Canadian for 1-4 copies, $3.25 for 5 or more copies; non-members: $5 for 1-4 copies, $4.50 for*5 or more copies). PUB TYPE Information Analyses (070)

EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Academic Achievement; Curriculum Design; Elementary Secondary Education; *Family Influence; Foreign Countries; *French; *Immersion Programs; *Language Proficiency; Parent Associations; Parent Role; Program Design; Second Language Instruction; *Second Language Programs; Student Characteristics; Transfer Students IDENTIFIERS *Canadian Parents for French; *French Language Schools

ABSTRACT This brochure, intended for the parents of current and prospective French immersion students, answers commonly-asked questions about immersion education, including who should participate, how good the child's French will be, whether immersion students are likely to lose ground in English or academic subjects, how parents can provide support at home, whether children should ever be transferred out of immersion, availability of resource assistance in immersion programs, and choice of early vs. late immersion program. An order form for other publications by Canadian Parents for French, a national network of volunteers in support of French language learning and use, is included. (Contains 24 references.) (MSE)

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FRENCH IMMERSION IN CANADA Dr. Andre A. Obadia

Frequently asked questions (FAQs)

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What is the French immersion program? Canada's French immersion programs have attracted French immersion is a Canadian- positive attention from many countries around the made educational program in which a child whose first globe. For the last decade some countries, particularly language is not French studies in in Europe and the United States, have been offering French. Begun 30 years ago in immersion programs often patterned on the Canadian response to parental demand, model. research shows that French immersion is the most effective way for a child to become This report provides answers to some of the questions functionally bilingual. most frequently asked by parents of French immersion students (actual and prospective). This report, we hope, Programs are named for their entry points: will also give parents a quick overview of a Canadian *Early French immersion starts educational success story. The answers are based on not later than Grade 1 the results of three decades of research about one of Middle French immersion the most thoroughly studied educational programs starts in Grade 3 or later in Canada. Late French immersion starts in Grade 6 or later It is rewarding to see that our education system has Ideally, in French immersion succeeded, for the first time in the history of second- programs all activities and language teaching in Canada, in giving English-speaking learning during the elementary and other students for whom French is a third or fourth grades, except for English language arts, are in French. language the ability to communicate naturally in French using a wide range of vocabulary. What is Canadian This high level of French proficiency is developed at Parents for French? no cost to students' English proficiency or to achievement in other academic subjects such as science or mathematics. Founded in 1977, Canadian Parents for French (CPF) is the Following this report are a list of references and a list national network of volunteers who promote and create of selected CPF resources with an order form. opportunities for young Canadians to learn and use French. With approximately 200 chapters across the country, * Dr. Andre A. Obadia is a Professor at Simon Fraser University (Faculty of Education) in CPF offers concerned adults the Burnaby, Bristish Columbia. He has published extensively on French immersion programs and has opportunity to work with others given numerous presentations on French immersion at conferences in Canada and abroad. He is who are committed to presently conducting a major research project on language immersion programs around the world. enhancing the quality of French second-language education. 1996, Canadian Parents for French Freclmendy okecJ gmeacg§

Is French immersion for all children?

rench immersion has sometimes Studies have shown that there is some problems in trying to cope with Fbeen criticized as an elitist no reason why immersion programs the French immersion curriculum program, because, among other should not be suitable for any child. the same problems they would reasons, children enrolled in this Of course, children with above encounter in the English-stream program tended to come from average academic abilities generally program. Learning assistance should families with high incomes and the have an advantage in most forms of be provided to them, whether they educational level of parents tended learning, particularly, in the case of are in immersion or in the regular to be above average. This criticism immersion programs, in the English program. These children may have been valid when the development of reading and writing (except in rare instances) should not French immersion program began. skills. High academic ability, however, be denied the satisfaction and pride However, with hundreds of is not related to performance in that come from becoming bilingual. thousands of students in the French speaking skills. program, if this was ever true it is not By the same token, children with the case today. learning difficulties will experience

How good will my child's French be?

The level of French will vary from their second language and that example, imagine yourself being one child to another in the same English is the predominant language able to understand Chinese spoken way as performance in mathematics, in their environment. by a native speaker at a normal for example, will vary from child to To dwell too much and too speed and that you are able to child. Some students speak French critically on the quality of the French communicate, in a normal way, albeit making many mistakes while others spoken by immersion students is while making some mistakes, with might be taken for mother-tongue often a red herring because it ignores that person. Wouldn't that be French speakers. the fact that immersion students not wonderful? The language skills of French only communicate effectively in French immersion teachers and immersion students are consistently French but also learn the skills of parents should constantly seek out superior to those of core French communication: selecting the right opportunities for the children to use students (who study French for 20 to words with the right nuances, their French with mother-tongue 50 minutes per day). In general, adapting communicative strategies French speakers. The new immersion students' French oral and to get the message across, cracking technologies (Internet, video- reading comprehension skills the right joke without making a conferencing, multimedia materials, (receptive skills) will be almost on a cultural or linguistic gaffe, and etc.) will help students to establish par with those of native French establishing a positive environment links with Francophone communities speakers. Speaking and writing in the by creating a friendly atmosphere around the world. These second language (productive skills) with the native speaker. opportunities for interaction should may not be as advanced as their It will take years of immersion help students to improve their comprehension (receptive) skills. schooling before your child will reach sociolinguistic skills. We must remind ourselves that such a level of achievement and French for these children is, after all, comfort in a second language. As an Is my child going to lose out in English or in subjects taught in French?

Research has shown that spelling, capitalization, etc. These the same alphabet makes this process throughout Canada French lags are, however, temporary and of transfer much easier. immersion students perform at least usually disappear when English Various studies have shown that as well in many aspects of English- language arts are introduced. immersion students perform as well language achievement as those who It is not uncommon to see as English-stream students in all are enrolled in regular programs. immersion students reading English school subjects such as math, Understandably, in the first two or fluently even though no formal science, etc. three years (primary grades) of classroom English instruction has yet French immersion your child may been introduced. This is due to the show some lag in certain areas of phenomenon of transfer of reading English-language skills such as skills from French to English. Having

How can I help at home?

ou can start by establishing a For example, you can help by sitting child can spell them. It is often an Ygood rapport with your child's by your child and encouraging amusing exercise when your child immersion teacher in a spirit of him/her to complete his/her work or tries to teach you how to pronounce collaboration and support. Through study his/her lessons. This will help French words. You can transcribe regular communication with the your child in the short and long run. words phonetically to remember how teacher you should become familiar It is particularly easy to work with to pronounce them. You may also with the curriculum and be able to your child in math, social studies, wish to ask the immersion teacher to help your child as effectively as science or art because they can be record one or more "dictees" to possible. done in English at home. Eventually, practise at home or your child can At home, your child should be free and as soon as possible, your child make the recording and you can play to read for pleasure in French or in will become an independent learner. back the tape. Your child can work English and be encouraged to talk Other examples: when there is a using the teacher's voice. about his/her experiences at school. "dictee" (spelling exercise) to For more information about how Showing interest in what your child practise, and if your pronunciation is you can help, please see the list of is doing at school and providing reasonably good, you may ask the selected CPF resources at the end of encouragement and support is of the child to say the words to you first this report. utmost importance. and then repeat the words so your Should a child ever be transferred out of French immersion?

U xcept in unusual circumstances, in consultation with the immerson program. The existence of this option 1. transferring a child out of teacher and the school staff. of transferring the child out of immersion is generally not advisable. Especially at the elementary level, immersion sometimes encourages a Performing below grade level or grade guidance may be provided by a parent to transfer the child too average, for example, is not a valid school-based team generally made hastily. Apart from some extreme reason for transferring your child. In up of the French immersion teacher, cases, children with learning all likelihood the child would not be the English teacher, the counsellor difficulties should not be denied the performing much better if he or she and the learning assistance teacher. right and privilege of becoming were in an English-stream program. Please remember that in the bilingual and also should be able to Transferring a child out of French English stream, where there is no draw satisfaction and pride from immersion should be a decision that alternative, the child with learning understanding and speaking two is made first of all by parents, usually difficulties must stay in his/her world languages.

Is there learning assistance in French immersion?

he level of learning assistance, in need of learning assistance in based as much as possible on a Twhether in English-stream or French immersion should normally child's particular learning style. French immersion programs, varies receive the same level of help as that Parents are encouraged to participate from school district/board to school available in the English stream. in the process if it will help the child. district/board and sometimes from Teachers should work in co- school to school. Depending on the operation with the learning available resources, children who are assistance teacher to provide help

Should I register my child in Early immersion or Late immersion?

I t is estimated that about 80% of all the language. The teachers these grades will want their opinion French immersion students are provide clear explanations using to count in the decision to enter the enrolled in early immersion programs. various communications French immersion program and the The popularity of this program can be strategies and by making decision will be dependant on their explained by many factors. experiential activities meaningful. attitude to, ability in and perception 1. Studies have shown that it is 3. Research has shown the positive of French. easier and more "natural" for a results of language immersion Results of Late immersion child to learn another language at programs in Canada and other programs (with some differences in a very early age. In Finland, for countries. favour of Early immersion) have example, a Swedish immersion While it is "natural" for children to been positive. program is offered to children at learn French in very early immersion The author wishes to thank Kate Merry, the President of the age of three. programs (kindergarten), it requires CPF, for her help with this report. 2. Early French immersion teachers motivation to work much harder are very conscious of the fact that when immersion starts in later For more information about French immersion in Canada, at first children do not understand grades (grade 6 or 7). Students in please consult the list of references and the list of selected CPF resources that follows. cpFCamodtion PonesorFroth

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Selected Order Form CPF Resources

Yes, I want an order form for CPF resources The following CPF publications and resources are likely to be of Yes, I want information about membership in CPF interest to you: Yes, I want copies of French Immersion in Canada: FAGs Copies of this report are available: members $3.50 (1-4 copies) PAMPHLETS (GST is included in all prices.) $3.25 (5+ copies) French Immersion Q & A non-members $5.00 (1-4 copies) $4.50 (5+ copies) Your Child, You and French I enclose payment of $ (Please pay by cheque, money order or purchase order, payable to CPF) Core French Q & A CPF Membership No. Choosing a French Program

1:1Please charge my credit card VISA MasterCard Why Learn French? Informational easy-to-read Account No. Expiry Date: pamphlets designed for parents making choices about FSL Name: education. (please print) SPECIAL REPORTS Signature: Immersion and the New Core Please send me an invoice French: A Dynamic Partnership (1993) Please send my order to: Explores the impact that French Name: immersion programs have had on the delivery of core French Address: programs and how core and immersion can work together. VIDEOS Proud of Two Languages (1995)

Tel. No.: Fax No.: CPF's newest video showcasing graduates of a variety of French E-mail address: immersion programs who talk about their experiences. Please send your order form to: Canadian Parents for French Please use the order form to 309 Cooper Street, Suite 210, request further information about Ottawa, Ontario K2P 0G5 these and other CPF resources. Tel (613) 235-1481; Fax (613) 230-5940

E-mail: [email protected] CPF wishes to acknowledge the technical Membership in CPF is open to individuals and families who support French second-language learning. support of the Office of the Commissioner of Join CPF today and add your voice to the thousands of Canadians who are already members of CPF. Official Languages.

C1 U REFERENCES

Anderson Curtain, H. & Rhodes, N.C. (1985). Milwaukee follows Lambert, W.E. & Tucker, G.R. (1972). Bilingual Education of the Canadian Example: U.S. Immersion Programs. In Children. Cambridge, Mass.: Newbury House Publishers. McGillivray, W.R. (Ed.), More French, s'il vous plait! Ottawa: Lambert, W.E. (1984). An Overview of Issues in Immersion Canadian Parents for French. Programs Education. In Studies on Immersion Education. Buss, M. et Lauren, Christer (Ed.) (1995). Language Immersion: California State Department of Education. Teaching and Second Language Acquisition from Canada to Lapkin, S. (1984). How Well Do Immersion Students Speak and Europe. Vaasa (Finland): University of Vaasa. Write French? The Canadian Modern Language Review/La Cashion, M. & Eagan, R. (1990). Spontaneous reading and writing Revue canadienne des langues vivantes, 40: 575-585. in English by students in total French immersion: Summary of Lapkin, S., Hart. D. & Swain, M. (1991). Early and Middle final report. English Quarterly, Vol.22, Nos 1-2, 30-44. Immersion Programs: French Language Outcomes. The Clipperton, R. (1994). Explicit Vocabulary Instruction in French Canadian Modern Language Review/La Revue canadienne des Immersion. The Canadian Modern Language Review/La Revue langues vivantes, 40: 575-585. canadienne des langues vivantes, 50-4: 736-749. McGillivray, W.R. (1985). Senior students and French How do Cummins, J. (1979). Should the child who is experiencing they rate themselves? In McGillivray, W.R. (Ed.) More French difficulties in early immersion be switched to the regular English s'il vous plait! Ottawa: Canadian Parents for French. program? A reinterpretation of Trites'data. The Canadian Obadia, A.A. (1995). French Immersion in a global economy: Is it Modern Language Review/La Revue canadienne des langues adding value to your kid's education? Educational Excellence, vivantes, 36:139-143. March 1995. 12-15. Cummins, J. (1983). Language Proficiency, Biliteracy and French Pawley, C. (1985). How Bilingual Are French Immersion Immersion. Canadian Journal of Education/La Revue Students? The Canadian Modern Language Review/La Revue canadienne de reducation, 8:117-137. canadienne des langues vivantes, 41: 865-876. Cummins, J. & Swain, M. (1986). Bilingualism in Education. New Ross Kendall, J., Lajeunesse, G., Chmilar, P. & Rauch Shapson, York: Logman, 235 pp. L. (1987). Longitudinal Examination of Kindergarten, Grade One Dicks, J.E. (1992). Analytic and Experiential Features of Three and Grade Two French Immersion Students' English Reading French Immersion Programs: Early, Middle and Late. The Skills. Contact, revue canadienne destinee aux professeurs de Canadian Modern Language Review/La Revue canadienne des frangais, 6(1): 2-8. langues vivantes, 49-1: 37-59. Spilka, I.V. (1976). Assessment of second language performance Edwards, V. & Rehorick, S. (1990). Learning Environments in in immersion programs. The Canadian Modern Language Immersion and Non-Immersion Classrooms: Are They Different? Review/La Revue canadienne des langues vivantes, 32: 543-561. The Canadian Modern Language Review/La Revue canadienne Stern, H.H. (1984). A Quiet Language Revolution: Second- des langues vivantes, 46-3: 469-493. Language Teaching in Canadian Contexts- Achievements and Genesee, F. (1976). The Suitability of Immersion Programs for All New Directions. The Canadian Modern Language Review/La Children. The Canadian Modern Language Review/La Revue Revue canadienne des langues vivantes, 40: 506-524. canadienne des langues vivantes, 32:494-515. Swain, M. (1981). Bilingual Education in Ontario: A Decade of Genesee, F (1987) Learning through Two Languages. Studies of Research, Toronto: Ministry of Education. Immersion and Bilingual Education. Cambridge, Mass.: Newbury Wiss, C. (1989). Early French Immersion Programs May Not Be House, 213 pp. Suitable for Every Child, The Canadian Modern Language Geva, E. & Clifton, S. (1994). The Development of First and Revievv/La Revue canadienne des langues vivantes, 45-3: 517-529. Second Language Reading Skills in Early French Immersion. The Canadian Modern Languages Review/La Revue canadienne des langues vivantes, 50-4: 646-667.

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