REVISED EDITION 2002 CATALOGUING IN PUBLICATION (ALBERTA LEARNING) Alberta. Alberta Learning. French Language Services. Yes, you can help! Information and inspiration for French immersion parents. Revised edition. ISBN 0-7785-1367-X 1. French language – Study and teaching – Alberta – Foreign speakers. 2. French language – Study and teaching as a second language – Alberta – Immersion method. 3. Immersion method (Language teaching). I. Title. PC2068.C2A333 2002 440.707123 Copyright © 2002, the Crown in Right of Alberta, as represented by the Minister of Learning, Alberta Learning, French Language Services Branch, 11160 Jasper Avenue, Edmonton, Alberta, T5K 0L2. All rights reserved. Additional copies may be obtained from the Learning Resources Centre, 12360 - 142 Street, Edmonton, Alberta, T5L 4X9 (Phone: [780] 427-2767; Fax: [780] 427-5775; E-mail: [email protected]; Internet: <www.lrc.learning.gov.ab.ca>). ii If you’ve answered “yes” to any of these questions, this book is for you! There’s no denying the vital role that you The authors relied on their joint 30 years of play in your child’s learning. Today, more than experience as unilingual immersion parents as well ever before, parents have access through books, as their combined 33 years of work with other pamphlets, speakers, workshops, the media, and parents, educators, and researchers as active the Internet to information on how to effectively members of CPF. support their children’s education. The popularity of the book among both Like other parents, you are constantly being parents and educators in Alberta inspired the encouraged to take an active role rather than leave publication of this national edition, now available education entirely to the school system. However, throughout Canada. if you’ve chosen French immersion for your child, Yes, You Can Help! is meant to be of you may be concerned that you won’t be able to assistance not only during the first few years of fulfil that supporting role. Recognizing the need to your child’s immersion education but right through provide parents like you with clear and complete to graduation. It’s designed as a reference, to be information about French immersion, Alberta taken down from the shelf whenever new stages Education’s Language Services Branch and the are approached or new questions arise. We hope it Alberta Branch of Canadian Parents for French will help you put the “French” part of your child’s (CPF) collaborated to produce Yes, You Can Help! education into perspective. A Guide for French Immersion Parents (1996). You can help your child in French immersion! 1 Alberta Learning acknowledges with appreciation the contributions of the following individuals: Writers: Pat Brehaut Judy Gibson Members of the Advisory Committee for the National Edition: Eileen Callaghan, Parent, Prince Edward Island Lionel Daneault, Coordinator, Language Programs, School District No. 43 (Coquitlam), British Columbia Dorothy Foster, Vice President, Canadian Parents for French (Nova Scotia) Janie Généreux, Educational Consultant: French, Saskatoon Board of Education, Saskatchewan Nancy Halsall, Halsall Measurement and Analysis Inc., Ontario Amir Ibrahim, Educational Consultant, Lakeshore School Board, Quebec Sharon Lapkin, Professor, Modern Language Centre, Ontario Institute for Studies in Education of the University of Toronto, Ontario Sharon McInnes, Parent, Manitoba Kate Merry, President, Canadian Parents for French (British Columbia) Greta Murtagh, Past President, Canadian Association of Immersion Teachers (Nova Scotia) Members of the Advisory Committee for the Alberta Edition (1996): Carolle Babin, Agnes Davidson School, Lethbridge Joanne Boissonneault, Calgary French School Budge Burrows, Principal, Varsity Acres School, Calgary Dave Caron, Alberta School Boards Association for Bilingual Education Ian Clark, National Director, Canadian Parents for French, Alberta Branch Joanne Feist, Trustee, Alberta School Boards Association for Bilingual Education Suzanne Gareau-Kubicki, Language Services Branch, Alberta Education Gordon Lowe, Principal, Agnes Davidson School, Lethbridge Elizabeth Marshall, Regional Officer, Office of the Commissioner of Official Languages Bernadette Papp, École Notre-Dame, Bonnyville Kathleen Stevens, École Frère Antoine, Edmonton Ron St-Jean, Principal, École St-Louis de Montfort, Red Deer Claudette Tardif, Vice-doyenne, Faculté Saint-Jean, University of Alberta Graphic artist: Michel Fortier Word processing and layout: Louise Chady Cécile Comeau Marthe Corbeil Revisions for 2002 edition: Judy Gibson Project management: Marcel Lavallée and Richard Slevinski, French Language Services Branch, Alberta Learning We also wish to thank Canadian Parents for French for providing much of the information in the chapter “French Opportunities and Resources.” 2 We hope you will use this book to guide you FOR MORE INFORMATION and your child throughout the “immersion years.” Much has been discovered about teaching Keep it handy and refer to it whenever a question and learning a second language since the inception arises or you and your child enter a new stage of of French immersion in 1965. This book is of his or her education. necessity only a summary of the information now available. TERMS The terms and definitions on pages 8-12 are Throughout the book we have suggested given as they are used in this book. sources of further information. These are men- tioned after the various sections under It is not unusual to find different terms used . Complete bibliographic in different parts of the country for the same references for these publications can be found on education concept. For example, “continuing pages 137-145. immersion” is also known as “post immersion,” “secondary immersion,” or even “extended The following each chapter provide French.” “Secondary” may refer to grades 9-12 in one province, grades 7-11 in another, grades 8-12 references and, in many cases, a further explanation. in yet another. PLEASE LET US KNOW It is always wise to check with your school We want to keep this publication as current or school district for an understanding of the terms and relevant as possible. At the end of the book is as they are used in your area. a response sheet. We encourage you to send in your comments about the book and any sugges- tions you might have for future editions. 3 c WHAT DO ALL THOSE TERMS MEAN? 7 Types of French programs ............................................. 8 Types of French immersion programs ........................... 9 Types of schools offering French programs................... 9 Other terms you might encounter... ..............................10 WHY LEARN A SECOND LANGUAGE? 14 A MADE-IN-CANADA SOLUTION 20 How did French immersion start? ................................ 21 What is immersion? ..................................................... 24 How does early immersion work? ............................... 28 How well does early immersion work?........................ 33 What if we choose late immersion? ............................. 38 Why “total” immersion? .............................................. 41 Will my child be completely bilingual? ....................... 41 I WANT TO HELP—BUT IT’S IN FRENCH! 46 Can’t the school do it all? ............................................ 48 How do I prepare my child for immersion? ................. 50 What about homework? ............................................... 51 How can I encourage good study habits? .................... 51 What have other immersion parents learned? .............. 53 Will my child need French references? ....................... 56 What about different learning styles? .......................... 57 How can I get the most from parent-teacher conferences? ................................................................ 59 How can I keep in touch with the school? ................... 62 4 LIRE ET ÉCRIRE (READING AND WRITING) 66 Reading: the most fundamental skill ............................ 68 Writing: a paragraph is a paragraph ............................. 74 Make writing an everyday activity............................... 76 THE SECONDARY YEARS AND BEYOND 80 THE IMPORTANCE OF FRENCH OUTSIDE OF SCHOOL 88 WHY ISN’T MY CHILD HAPPY AT SCHOOL? 96 BUT MY CHILD IS . ! 102 What is “inclusive education”? .................................... 104 What are the early warning signs? ............................... 105 How are problems approached? .................................. 106 Testing: in English or in French? ................................. 108 What are the alternatives?............................................ 109 How can I help? ........................................................... 111 WHAT HAVE STUDENTS AND GRADUATES SAID ABOUT FRENCH IMMERSION? 114 A BRIEF HISTORY OF FRENCH IMMERSION IN CANADA 117 FRENCH OPPORTUNITIES AND RESOURCES 119 FOR MORE INFORMATION 134 Speakers, workshops, conferences .............................. 134 Further reading for parents (and students) ................... 137 5 6 French isn’t just a subject like math or social studies! For those who are confused, here’s a guide to the French education terminology now most commonly used in Canada. 7 French programs Terms used in this book (see page 3). Core French - French taught as a subject for one period each day or a few times a week. This may begin at any time from kindergarten to grade 10 (depending on the local school board). The objective is to provide students with a basic knowledge of French (the depth of this knowledge will vary according