HANDBOOK FOR FRENCH IMMERSION ADMINISTRATORS (2014) ISBN 978-1-4601-1844-3 (PDF) ISBN 978-1-4601-1845-0 (HTML) Several Web sites are listed in this resource. These sites are listed as a service only to identify potentially useful ideas for teaching and learning. Alberta Education is not responsible for maintaining these external sites, nor does the listing of these sites constitute or imply endorsement of their content. The Crown and its agents, employees or contractors will not be liable for any direct or indirect damages arising from the use of any of these sites. The responsibility to evaluate these sites rests with the user. Note: All Web site addresses were confirmed as accurate at the time of publication but are subject to change. Copyright 2014, the Crown in Right of Alberta, as represented by the Minister of Education. Alberta Education, French Language Education Services, 9th Floor, 44 Capital Boulevard, 10044 - 108 Street NW, Edmonton, Alberta, Canada, T5J 5E6. Every effort has been made to provide proper acknowledgement of original sources. If cases are identified where this has not been done, please notify Alberta Education so appropriate corrective action can be taken. Permission is given by the copyright owner to reproduce this resource for educational purposes and on a nonprofit basis, with the exception of materials cited for which Alberta Education does not own copyright. Permission is also granted for sharing the electronic files via network capabilities at the school or jurisdiction level. TABLE OF CONTENTS Chapter 1: The Immersion Approach—Principles and Practice A. Introduction B. Program Goals C. Key Characteristics D. How French Immersion Works Integration of Language and Content Learning Two Languages: Similarities Learning Two Languages: Differences Transfers and Interference E. Immersion Pedagogy Interests and Needs of Learners Linguistically Rich Learning Environment Variety of Authentic Learning Situations Vibrant School culture F. Types of Schools Immersion Centre Dual-track or Multi-track School G. French Immersion Delivery Models Early French immersion Late Immersion Comparison—Early and Late Immersion H. Research Findings I. Myths and Facts J. Historical Overview of French Immersion 1960s 1970s 1980-90s 2010 K. French Language Instruction in Alberta 1890s 1920-1960 1960-1970s 1980-1990s 2000-2010 References Chapter 2: Conditions for Educational Success A. Introduction B. Programming Program Characteristics Amount of Time iii Handbook for French Immersion Administrators Table of Contents Alberta Education, Canada, 2014 C. Teaching Teaching Strategies Teacher Characteristics D. French Instruction Listening and Speaking Skills i. The teacher ii. The student Reading and Writing Skills i. Reading skills ii. Writing skills E. English Instruction F. When Should English Language Arts Be Introduced? G. Who Teaches the English Portion of Time? H. Teaching the Content Subjects I. Kindergarten J. French Immersion at the Secondary Level K. The Importance of Culture L. Language Instruction Across the Disciplines M. Leadership N. Stability O. Professional Development P. Resources Q. Support Services References Chapter 3: Providing Provincial Leadership for French Immersion A. Introduction B. Language Education in Alberta C. School Administration Guide to Education Time Requirements • Elementary • Secondary D. Program Resources Kindergarten Grades 1 to 12 E. Provincial Funding iv Handbook for French Immersion Administrators Table of Contents Alberta Education, Canada, 2014 F. Federal Funding Program Funding Teacher Bursary Program Students: Language Learning Program Students: Language Development Exchange Program Language Assistants Program Development for School Jurisdictions G. Provincial Assessment H. French Immersion Students’ Results I. Language of Diplomas and Transcripts J. French Language Education Services References Chapter 4: Providing Jurisdictional Leadership for French Immersion A. Introduction B. Roles and Responsibilities Trustees Superintendents and Senior Administrators i. Program ii. Program delivery iii. Funding iv. Networking v. Leadership vi. Program promotion vii. Students with special needs C. Policy Matters The Value of Second Language Learning in Education Access and Equity D. Long-range Planning Funding and Accountability Stability and Growth Staffing Professional Development Support Services Quality and Assessment References Chapter 5: Providing School Leadership for French Immersion A. Introduction B. Addressing Program Needs in Dual-track Schools Condition for Success True Partnership C. Creating a School Culture French: The Language of Communication Cultural Events Community Supports v Handbook for French Immersion Administrators Table of Contents Alberta Education, Canada, 2014 Good Working Relations A Program for all Students D. Staffing: Setting the Stage for Success Teacher Interviews i. Educational philosophy ii. Second-language pedagogy iii. Second-language methodology iv. French culture v. Student evaluation vi. Language skills vii. Language proficiency goals viii. English language skills ix. Area of expertise x. Teaching challenges xi. Potential contribution xii. Career plans E. Supporting Newly Hired Staff F. Supervising and Evaluating Staff G. Professional Development Needs French Language Skills Teaching Strategies Networking Professional Journals H. Organizing for Instruction I. Establishing and Maintaining a Library J. Responsibilities of Staff and School Councils Teaching Staff Resource and Support Staff School Councils References Chapter 6: Supporting and Working with Parents A. Introduction B. Parents as Partners C. What All Parents Need to Support Their Child’s Education Knowledge Skills Attitudes D. What French Immersion Parents Need to Support Their Child’s Education Knowledge Skills Attitudes E. Benefits of Involving Parents Benefits for Students Benefits for Teachers Benefits for Parents Benefits for Administrators vi Handbook for French Immersion Administrators Table of Contents Alberta Education, Canada, 2014 F. Tools and Strategies Tools Strategies G. Strategies—Immersion Parents’ Needs Understanding the Program Understanding the Curriculum and Teaching Strategies How to Help with Homework Helping at School Understanding Provincial Assessments Effective Home-School Communication H. Resources for Parents References Chapter 7: Recruitment and Retention of French Immersion Students A. Introduction B. Factors that Influence Recruitment Successful Recruitment Strategies Negative Recruitment Factors i. Practical factors ii. Program factors iii. Student factors iv. Parent factors Positive Recruitment Factors i. Program factors ii. Parent factors C. Factors that Influence Retention Elementary Level i. Student factors ii. Parent factors iii. Program factors Secondary Level i. Student factors ii. Parent factors iii. Program factors D. Marketing: The Process Components of Marketing i. Product ii. Price iii. Location iv. Promotion Messages Promoting French Immersion Did You Know? E. Long-term Viability Marketing Plan and Annual Promotion Target Audience Teamwork Strategies, Activities and Materials vii Handbook for French Immersion Administrators Table of Contents Alberta Education, Canada, 2014 F. Promotional Activities and Tools Attract Attention i. Promotion by a school or jurisdiction ii. Promotion involving the community iii. Promotion involving parents, students and graduates Make A Good First Impression i. Reception ii. Appearance iii. Tours iv. Make time Provide Program Details Develop a Comfort Level i. Use direct promotional materials ii. Involve the community Organize Parent Information Evenings Involve the Parents References Chapter 8: Inclusion of Students with Diverse Needs in French Immersion A. Introduction B. What is inclusion? C. Advantages of inclusion in French Immersion D. Guiding the concerned teacher E. Can diverse learning needs be supported in a French Immersion program? F. Additional financial support for students G. Accountability to students in French Immersion schools H. Strategies to meet all needs in the French Immersion classroom I. Differentiated instruction in a French Immersion classroom J. Decision about transferring a student to an English-only program K. Transferring to an English-only program L. Conclusion M. Recommended resources References Chapter 9: French Studies Beyond Grade 12 A. Post-secondary Opportunities B. Alberta Universities Athabasca University Grant MacEwan University Mount Royal University University of Alberta—Campus Saint-Jean University of Alberta—Faculty of Arts viii Handbook for French Immersion Administrators Table of Contents Alberta Education, Canada, 2014 University of Calgary University of Lethbridge C. Alberta Community Colleges D. Elsewhere in Canada British Columbia Saskatchewan Manitoba Ontario Quebec New Brunswick Nova Scotia E. Other Post-secondary Opportunities Chapter 10: Support Agencies and What They Offer A. Cultural Activities/Organizations ACCENT Alliance Française Ciné-Club of Edmonton Cinémagine Conseil de développement économique de l’Alberta Francalta La Girandole Le Regroupement artistique francophone de l’Alberta La Société francophone des arts visuels de l’Alberta L’Unithéâtre B. Newspapers and Media Le Chinook Le Franco Radio-Canada—Alberta C. French Bookstores Le Carrefour Livres Lacoste D. Provincial and National Associations Alberta School Boards Association for Languages Education Association canadienne-française de l’Alberta Canadian Association of Immersion Teachers Canadian