FRENCH IMMERSION EXPANSION
AT THE
HIGH SCHOOL LEVEL
IN THE
FORT MCMURRAY PUBLIC SCHOOL DISTRICT # 2833
By
SERGE JETTE
Integrated Studies Project
submitted to Dr. Ken Banks
in partial fulfillment of the requirements for the degree of
Master of Arts – Integrated Studies
Athabasca, Alberta
May, 2006
ACKNOWLEDGEMENTS
On a personal note I would like to thank my family for the continued support and
patience throughout this journey. On a professional note, I would first like to thank Eric
Larouche, Principal of Centre Boreal, and Henri Lemire, Superintendent of Conseil
Scolaire Du Centre-Nord No.2, for their willingness to be open to collaboration. On the
part of Westwood Community High School, I would like to thank Principal Gary Kinnel
and Vice Principal John Tait for their continued encouragement and support throughout
this process. It is important to note that without Gary’s support none of this would have
been possible. At the level of the Fort McMurray Public School District #2833, I would
like to thank Associate Superintendent John Doi’s hard work on chairing meetings and
getting the funding in place for this project, and later Ray Campbell, Supervisor of
Curriculum and Instruction, for his role in the development of the satisfaction surveys
and further funding applications. I would also like to thank the Board of Trustees for the
Fort McMurray Public School District for their support and enthusiasm. Finally, I would
to acknowledge the support of my Superintendent, Kath Rhyason. Educationally, I would
like to thank and commend Athabasca University’s staff for their role in making me a
better student and enabling me to embrace life-long learning.
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TABLE OF CONTENTS
Introduction…………………………………………………………page 4
Historical Foundations of French Immersion in Canada……………page 5
The Fort McMurray Public School Program………………………..page 7
Literature Review…………………………………………………...page 8
The Vision…………………………………………………………..page 12
The Move Towards Expansion……………………………………...page 16
The Essential Components of The French Immersion Program…….page 19
Certification…………………………………………………………page 20
The First Stage of French Immersion Expansion…………………...page 21
2004-2005 Year 1…………………………………………………...page 23
2005-2006 Year 2…………………………………………………...page 24
2006-200 Year 3………………………………………………….....page 28
Reflection…………………………………………………………...page 32
Bibliography………………………………………………………...page 34
Appendix 1: academic achievement graphs………………………...page 35
Appendix 2: Federal Action Plan…………………………………...page 37
Appendix 3: Bilingual Certificate…………………………………...page 44
Appendix 4: Satisfaction Survey……………………………………page 45
Appendix 5: Satisfaction Survey graphs…………………………….page 47
Appendix 6: Commitment Survey…………………………………..page 48
Appendix 7: Nov. 14 meeting minutes……………………………...page 51
Appendix 8: 2005-2006 Satisfaction Survey graphs………………..page 54
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INTRODUCTION
As an educator for 18 years in the public school system and an administrator for
the last 6 years, I have always maintained that my mission in education is the importance
of providing opportunities for students. By providing students with as many opportunities
as possible, students have a better chance to reach their potential, and for some, to
discover their potential. With opportunity comes discovery, and as educators, we must
strive to open all the doors of possibility for this next generation of global citizens. One
way of helping young people become global citizens is through the opening of doors to
the cultures of others, and for me, the most effective path towards those cultures is
through language instruction. All of my years in education involved the teaching of a
second language, most of which was with the French Immersion program, so I was
always motivated in promoting and developing language programs. This is my account of
the process of development of such a program.
I had always been interested in expanding our French Immersion program, but I
was never in the right place nor at the right time. My interest in second languages was
rejuvenated after having attended a conference in Kananaskis in October of 2002.
Sessions involved the importance of second language instruction, multi-language
instruction, and myths of second language instruction and promotion of second language
programs. All of this was quite rejuvenating as I mentioned earlier, but it was all quite
abstract. This conference was the theory but not the practice, but it was an excellent
starting point. It wasn’t until I went to a professional development session at Paul Kane
High School in St. Albert did I learn about the ‘nuts and bolts’ of creating and expanding
a French Immersion program. It was these ideas that I took with me to modify and adapt
to our situation and push for French Immersion expansion in the Fort McMurray Public
School District, ultimately at Westwood Community High School. There have been many
obstacles and frustrations in this initial expansion phase but we have made an expansion
4
and something to build on for the future. The following is a description of the process
following down the road of expansion.
I begin with the historical foundation in relation to the viability and success of the
French Immersion program. The second part of this section involves the history of French
Immersion in the Fort McMurray Public School District. I then introduce the
philosophical foundation of the expansion, which presents the reasons, and objectives of
the expansion. But first it is important to illustrate the difference between the methods of
content-based learning versus learning a second language in isolation as a separate
subject. This all falls under the umbrella of Immersion.
It is the immersion model that provides students with integrated language learning
across the curriculum. Much of the research conducted on Immersion from Lambert and
Tucker in 1972 to Cummins in 1979 to Swain and Lapkin in 1982 (Bournot-Trites, 2002)
conclude that Immersion students perform just as well as unilingual students in the other
core subjects. Furthermore, in a study conducted by Elaine C. Klein, (1995) it was found
that multilingual students outperformed unilingual students in multilinguistic skills,
lexical knowledge and learning procedures. This study not only found that knowing
several languages helps in the acquisition of more languages, but supports the method of
content based language instruction for increased language proficiency. A more in depth
literature review is given below.
It has been my experience in comparing our French Immersion students with our
French as a Second Language students, that the Immersion students come out of grade
eight proficient in the use of the French language whereas the FSL students are not. It
isn’t even close. The FSL students cannot carry on a conversation other than a simple
one. It is like comparing apples to oranges.
THE HISTORICAL FOUNDATIONS OF FRENCH IMMERSION IN CANADA
This project is about producing functionally literate second language learners. The
educational system of Alberta has gone the route of teaching second languages in
isolation (French as a subject) with varying degrees of success. The Immersion
experience in Canada has taught us that the more effective method of producing
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functionally literate second language learners is by teaching the second language in
context, across the curriculum. “Canadian immersion is not simply another successful
language programme - it may be the most successful programme ever recorded in the
professional language teaching literature. No programme has been as thoroughly studied
and documented, and no programme, to my knowledge, has done as well.” (Krashen,
1984, p.61) If the Immersion model is the most effective, it is due to the linguistic
interdependence theory and the content-based curriculum.
The linguistic interdependence theory (Bournot-Trites, 2002) posits that skills
learned in one language are transferred to the learning of a second language and so on. I
also refer to this as a circular process where the skills acquired in learning a second
language helps the first language, which in turn helps the second language. In a multiple
language setting, the language learning skills help in acquiring even more languages. The
major proponent of this theory is Cummins, who in 1979, found that first language
proficiency helps the second language and vice versa. This was supported by further
research conducted by Lambert and Tucker, in Montreal, where no detrimental effect in
student learning could be found in a bilingual setting. A second scholarly article entitled
Transfer in bilingual development: The linguistic interdependence hypothesis revisited
dealing with this theory by Ludo T. Verhoeven (1994) supports much of what Cummins
(Bournot-Trites, 2002) had found to be true in his theory and shows the numerous studies
on the transference of skills from one language to another language. As strong and well
documented as this linguistic interdependence theory is, I do concur with the criticisms
found in Verhoeven’s article (1994) and supported by the study conducted by August,
Calderon and Carlo (2002). These articles and subsequent studies stipulate that other
factors may contribute to the linguistic interdependence theory. Factors not addressed by
Cummins and his supporters are age and first language proficiency, socio-economic
conditions and home support. Even though these factors can and do have an effect, it is
important to note that based on the study by August, Calderon and Carlo, the linguistic
interdependence theory did hold up. It held up when taking those factors into
consideration and when comparing students from across the United States, attending
schools with the same curriculum, belonging to the same ethnic group and being of the
same age (August, Calderon and Carlo, 2002, p. 6).
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THE FORT MCMURRAY PUBLIC SCHOOL DISTRICT PROGRAM
It is now important to discuss the historical background of our French Immersion
program in the Fort McMurray Public School District. At one point in the Fort McMurray
Public School District, there were three schools housing the French Immersion program.
One school, Frank Spragins, on the south side of the river had a K – 6 Immersion
program. Two schools on the north side of the river, Dickinsfield had a K – 4 program
and Birchwood had a K – 8 program. The students of Frank Spragins and Dickinsfield
schools would then transfer to Birchwood School. The program at Dickinsfield School
eventually moved in with Birchwood School, leaving two schools, one on each side of
the river. It is important to note that at this point, the city’s other school district also had
two schools, one on each side of the river. The school on the north side of the river was a
K – 6 Immersion school. These students, staying within their geographical location,
would choose to switch school systems and attend Birchwood. Our Immersion numbers
in the Public School District were increasing. It was at this point that our Public School
District decided to expand at the high school level. The high school would offer French
Language Arts, Études Sociales, Science and Mathématiques. Unfortunately, the program
was housed on the south side of the river in a school that had a not so positive reputation.
Most of the students in the Immersion program resided on the north side of the river.
Enrolment was low, so the switch was made to the high school on the north side of the
river.
The problem was that the program and the teacher did not follow to the new high
school location and only French Language Arts was offered. Also, a process of having
Immersion students challenge the French as a Second Language 30 course began. This
meant that the Immersion students would take FLA 9 and 10 and then challenge. This
was done due to lack of qualified staffing and to give students their French credits, some
of which were retroactive. This challenge process prevented any expansion and this
culture of challenging still existed at the time I arrived at Westwood Community High
School. At this same time, the city’s other school district expanded their Immersion to K
7
– 8 on the north side of the river and into the high school. The Public School District kept
on the same path. Also, due to school closures, the Public School District closed the two
schools housing the Immersion program and relocated the program to one school on the
north side of the river, Dickinsfield. Our sister school district stayed with two Immersion
schools, one on each side of the river, and began their high school expansion with a very
low number, a class of twelve students who graduated a few years ago with a bilingual
diploma. At the time of my arrival at Westwood we, in the Public School District, had yet
to bite the bullet on enrolment and offer an expanded Immersion program.
The French Immersion community in the Public School District had a shared
history, but no goals and no vision. It is isolated in one school where once it was in three.
It has always had a beginning but no transition and no end. My goal was to set in place
continuity and an end that would fulfill the years of hard work, the commitment and the
academic and linguistic goals of the students and parents.
LITERATURE REVIEW
The theoretical foundation behind French Immersion learning is equivalent to the
one used in the understanding of how students learn their first language. Therefore, it is
equal to any first language educational program such as the English stream studied by the
vast majority of Alberta students. This theory posits that “through interaction with
meaningful content and the desire to use language to communicate ideas,” (The
Immersion Approach, p.4, 2002) students acquire French language proficiency while at
the same time acquiring the necessary skills found in the curriculum. It is with this
theoretical foundation that the French Immersion program focuses on English
proficiency, functional fluency in the French language and the mastery of academic skills
across the curriculum. This fluency of French, and mastery of academic skills, can only
be accomplished through the consistent and constant exposure to the French language
across the curriculum. Also, this theoretical foundation is best suited to younger learners
due to the lack of biological, neurological, and psychological barriers found in early
second language development. (The Immersion Approach, 2002)
8
In practical second language learning application, Swain and Lapkin (1998) found
that language not only involves communication, but also serves as a psychological tool in
the act of task performance through the use of two French Immersion students working
out a story jigsaw activity, showing that indeed second language learning occurs.
Through the use of pre-tests and post-tests alongside of taped conversations of students
on task, Swain and Lapkin (1998) conclude that collaborative dialogue work in the
classroom contributes to students retaining the linguistic knowledge they have discovered
in their collaboration. Also, students when unsure of a word or a grammatical concept
were able to question, hypothesize and use their second language background knowledge
to find a solution. Even if the solution was incorrect, Swain and Lapkin (1998) found that
the solution was nonetheless based on sound previous grammatical knowledge. This
process, therefore, enabled students to evaluate their hypothesis and apply rules to new
second language contexts. The data obtained by Swain and Lapkin (1998) confirm their
theory that dialogue is not only about communication but about second language learning
as well.
A further factor contributing to students’ academic success, apart from exposure
to the language, is related to the similarity between the French language and the English
language. In fact, “the French language is 27% lexically similar to English.” (Recruitment
and Retention, p.112) The similarity between the two languages and the focus on English
proficiency has shown that “the effect of learning a second language (e.g. French) on first
language skills has been virtually positive in all studies…One can confidently assume
that cognitive abilities acquired in the learning of one language can be put to use in the
acquisition and proficiency of the other language. In many studies first language skills
were shown to be enhanced, even if instruction in L1 was reduced in favour on L2
instruction.” (Bournet-Trite & Tallowitz in Condition for Success, p.28) This is supported
by the first and second language acquisition and proficiency research conducted by
Cummins in 1979 (Bournot-Trite, 2002). It was found that first language proficiency
helps the second language and vice versa. With the research by Lambert and Tucker in
1972, (Bournot-Trite, 2002) in Montreal, it was found that there was an initial lag in
English literacy, but once English was formally introduced, the lag disappeared and no
detrimental effect was found at any grade level.
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This study was supported by a second study conducted in 1982 by Swain and
Lapkin (1998). This report concludes by showing that Immersion students perform just as
well as unilingual students in other core subjects. Verhoeven (1994), who presents
criticisms to Cummins’ theory, but does not attack it, however strongly establishes
Cummins’ theory on linguistic interdependence. Verhoeven (1994) shows the numerous
studies and correlations between first language proficiency helping second language
proficiency and conversely, the second language helping the first language.
For further evidence, one need not only look at Canadian Immersion experiences but
American Immersion experiences as well.
Genesee (1985), in his research, focused on comparing the three Immersion
models in the United States: “(a) as linguistic, cultural, and general enrichment; (b) as
magnet schools… and/or (c) as a means of achieving some degree of two-way
bilingualism in communities with large populations of non-English speaking residents.”
(Genesee, 1985, p. 544) Whether a school district uses Immersion for enrichment, to
attract students to their school or for bilingualism, Genesee (1985) when comparing the
American results with Canadian experience, found that the results in English, French and
academic achievement recorded in Culver City, Montgomery County and Cincinnati were
consistent with the Canadian experience. Genesee (1985) found that there was no
disadvantage to the first language. Also, he found that second language proficiency was
significantly higher in the immersion model than in the traditional second language
instructional mode and lastly that academic achievement was not an issue.
Further to the linguistic interdependence theory, Immersion students benefit
greatly through content based instruction. French language instruction across the
curriculum asserts that the best results for language proficiency are to use “methods
where some form of content and language integrated learning is used.” (Van de Craen,
2001, p.1) This supports my view about Immersion being the best and most effective
method for second language mastery since it teaches the second language not in isolation
but in context, across the curriculum. The Immersion model is supported by findings that
show that specialized brain functions are not determined at birth but are developed
through experience and learning. Research performed in 1993 and 1995 described
“enhanced synaptic growth [and showed that] the cortical map can change even in
10
adulthood.” (Genesee, 1995, p. 1) This research on animals illustrated that, in humans,
learners should be taught whole and not based on brain function, for the brain functions
as a whole. In relation to language learning, unknown sounds are initially unregistered,
but with increased exposure, differentiations of sounds occur and connections begin to
form. Furthermore, early learning is fragmented and becomes stronger with time and
exposure. This links to other findings on the need for increased exposure to the target
language and of teaching the whole child across the curriculum and not in isolation as
found in most second language programs.
The strength of bilingual and multilingual learners acquiring more languages and
solidifying the first language is found in Klein’s (1995) study which focused on
unilingual versus multilingual learners. Beginning with prior research on the benefits of
having a second language in learning another language, multilinguistic skills, lexical
knowledge and learning procedures were tested by comparing the two groups. The
hypothesis posited that multilinguals would display a higher level of success in all three
categories as compared to the unilingual group. The hypothesis was found to be
supported by the research. In all three areas, the multilingual group out performed the
unilingual group. It was also concluded that due to having multiple languages, it was
easier to acquire even more languages. Klein (1995) found that the second language
learning experience for the multilingual group was more positive which helped to
contribute to further language learning. This study links both the linguistic
interdependence theory and the content based language teaching for increased language
proficiency. It shows the strength and benefit of having several languages.
In searching for the process by which to begin a French Immersion expansion
with continued growth and improvement, I turned to Edmonton Public Schools’ French
Renewal Project (2001-2002). The renewal project aimed at strengthening the French
Immersion program and increase student enrolment, enhancing student achievement,
increase contact with francophone communities and develop partnerships with agencies
interested in the learning of French. This project was undertaken due to a 35% drop in
student enrolment over a 9 year period which led to concerns as to the future viability of
the French Immersion program. The goal, therefore, was to reverse this declining
enrolment trend. The renewal project used interviews, surveys and classroom
11
observations and found that Edmonton Public Schools possessed a strong French
Immersion program. What Edmonton Public Schools needed to do was communicate
better and more clearly the strengths and benefits of the French Immersion program.
Edmonton Public Schools also came out with 14 recommendations such as the need for
District support, the hiring of fluent and competent teachers, hiring bilingual staff such as
librarians and administrators in French Immersion schools. They also recommended
updating resources, increasing professional development for Immersion staff and
coordinate local programming with national and international standards. Furthermore,
Edmonton Public Schools created an advisory committee with representatives from the
School District, all Immersion schools, Alberta Education, CPF, l’ACFA, the Office of
the Commissioner of Official Languages, Alliance Française, Faculté Saint-Jean, U of A,
La chamber économique de l’Alberta and the French Department of Canadian Heritage.
With this in my mind, it became very obvious that “the success of an immersion program
requires a school environment that recognizes and values the learning of French and
incorporates the use of French as a living language.” (Conditions for Success, 2002, p.22)
At Westwood we are attempting to achieve this goal by updating and increasing
curricular and non-curricular resources, multi-media resources, increasing course
offerings and by “continuous monitoring and evaluation of the program” (Conditions for
Success, 2002, p.24) in support of my vision that in order for Westwood to have a viable
program and one that retains and attracts students, we needed to and have increased the
“breadth and variety of courses available in French.” (Recruitment & Retention, 2002,
p.110)
THE VISION: COLLABORATION WITH ANOTHER SCHOOL BOARD
My interest has developed as a vision of dispelling the resistance to second
language learning. Although French Immersion and Francophone programs have been
relatively stable over the past fifteen years, the same cannot be said for the French as a
Second Language program, which has seen a steady decline over the same time period.
(Handbook for French Immersion Administrators, 2002, p.93-94) Unilingual isolationism
12
is no longer practical nor is it necessary. Young children are more apt to learn second
languages and possess fewer prejudices and barriers to second language acquisition.
If we accept that second language learning is important, then we must determine
the most effective path towards bilingualism. This is not about getting high school credits
for a diploma. This is about producing functionally literate second language learners. The
Immersion experience in Canada has taught us that the most effective method of
producing functionally literate second language learners is by teaching the second
language in context, across the curriculum. French Immersion as a model for teaching a
second language is a success story that is being replicated in other countries. Learning
second languages enables students to become true global citizens. Second languages take
students out of unilingual and narrow paradigms and transport them to new and varied
ways of seeing and interpreting the world around them. Languages enable people to
perceive the world in layers communicating culture and often values, plus understanding
the underlying concept of a word facilitates cultural awareness and acceptance given the
global community in which we live and work, this is a distinct advantage. A language is
like mathematics, it teaches you to think differently and our willingness to seek to
understand and communicate effectively is a positive attribute.
French Immersion was, and still is, offered in one public school from
Kindergarten to Grade 8. There was a small course load at one of our two high schools:
FLA 9, 10/20 combined. Our sister District high school offered 4 core subjects in Grade 9
along with FLA 10, 20 and 30, Social Studies in French, Religion in French and Tourism
in French combined with an overseas trip. They had, and still have, two feeder K-8
schools.
We needed to do better and my goal was to do better for our students and parents.
Whether or not we remain with one feeder school in our District for the high school, we
need to offer more than less. All research indicates that people acquire a second language
with greater proficiency when the language is taught in context and not in isolation. By
isolation I mean teaching the second language as a subject. By context I mean teaching
the second language across the curriculum.
At the time of my arrival at Westwood High School, we had 10 grade ten students
enrolled in FLA 10 and three in FLA 20 for a combined total of 13. At the grade 11 level,
13
we had 19 students who took FLA 9 and 4 students who used to be in the program but left
it in Junior High for a total of 23 students. At the grade 12 level we had 15 enrolled and
former Immersion/Francophone students. There are 15 Immersion students from our
feeder school who would have been in grade 9, 3 students who switched systems, 1 left
the program and 2 moved out of town, leaving us with 9 students from our District. We
were fortunate enough to gain 2 new students. This was not enough and we had to do
something different. We needed to collaborate with another school and I chose a
partnership with the local Francophone school.
In 2003/04, École Dickinsfield School had:
Grade 8 – 20
Grade 7 – 21
Grade 6 – 22
Grade 5 – 19
Grade 4 – 32
Grade 3 – 24
Grade 2 – 42
Grade 1 – 39
Kindergarten – 47
Centre Boreal had:
Grade 8 – 5
Grade 7 – 6
Grade 6 – 9
Grade 5 – 10
Grade 4 – 10
Grade 3 – 9
Grade 2 – 11
Grade 1 – 14
Kindergarten – 9
The numbers at the primary level were strong, but to maintain this momentum, we
needed to act quickly to develop and maintain a K – 12 program and by acting quickly;
this meant getting the partnership with the Francophone school before the other District
did. Together we would be able to make a viable program, alone we would both continue
14
as in the past: losing students and having students drop out of the program. We could not
afford to do this.
My initial starting point was that French Immersion at Westwood would offer
FLA, Social, Science and Physical Education at the grade 9 level. At the grade 10 level, I
envisioned FLA 10, Social 10, Science 10 and Physical Education 10. At the grade 11
level, students would take FLA 20, Social 20, CALM 20 and Tourism. In the students’
final year of school, FLA 30 and Social 30 needed to be offered. Another option that has
worked elsewhere is to have Immersion students get work experience credits for helping
in an elementary Immersion school. Student exchanges are another effective method of
having students use the language in a real life experience
This was a starting point. There were sufficient ideas to get the program
expanding and moving in the right direction. It is, and was, not easy and there were, and
are, many roadblocks, but we needed to be determined to make this successful. These
ideas were to initiate the change, and once initiated; there was still much work, change
and alterations that would need to be made continuously. There would also be many
initiatives and programs to be developed in each school and District wide. There would
need to be a change in attitude, tradition and culture for this to work. It can be done and it
has been done. We did not need to re-invent the wheel. We merely needed to take parts of
others’ successful wheels to create our own.
The vision of second language programming sees the acquisition of learning a
second language as a benefit in improving listening skills, cognitive abilities, creating
flexible thinkers, enhancing communication skills in the first language, developing
deeper understanding of another culture, improving overall school performance and
facilitating the learning of third and fourth languages. Knowing more than one language
enables students to communicate with more people, gain an increase in understanding and
respecting others’ cultures, broaden educational and career opportunities, gain a
competitive edge in the job market and develop greater opportunities for enjoying
literature, art, music, theatre, sports and travel.
One key argument used by parents and students to switch to the English only
stream is the myth that the students will achieve better in the core courses in the English
stream. To dispel this myth, I examined the academic of achievement of students who
15
had been in the French Immersion program in grade 8 and then switched to the English
stream in grade 9 (this was due to the lack of an Immersion program at that time). I
compared the academic results of these students in grades 8 and 9 Math, Science and
Social Studies. Figure 1 illustrates the overall average of students who took Math in
French in grade 8 and then Math 9 in English. 51 students were compared for the Math
and Science courses while 41 students were compared for the Social Studies course. The
reason for the difference is due to the fact that in our first year of French Immersion
expansion, 10 students continued in French Social Studies for their grade 9 year. The
overall average of all students who took Math 8 French was higher (74.01%) as compared
to when they took Math 9 English (72.01%). The same holds true for Science 8 French
(75.15%) when compared to Science 9 English (74.78%), as shown in Figure 2 and in
Social Studies 8 French (76.31%) as compared to Social Studies 9 English (75.68%) in
Figure 3. As the graphs show, there is very little difference in the achievement levels of
students who take their core courses in French or in English which is supported by the
articles in my literature review which clearly state that French Immersion does not
disadvantage students academically. It is also noteworthy that of all the student grades
surveyed, there was only one failed course in French Immersion while there were 7 failed
courses in the English program (see appendix 1).
With this myth dispelled, French Immersion education should be available from K
– 12 and would feature a real immersion environment, where there is a sense of having
entered another world from that of the larger Anglophone world in which we live, while
maintaining a sense of connection to the world outside the classroom.
THE MOVE TOWARDS EXPANSION
It is with this premise that I have established the following goals. First, our K-8
dual track school is doing well at Dickinsfield, and is healthy at the primary and
elementary levels. Despite an anomalous Grade 10 class of 10 students, we provide a
strong program. Our objective is to continue and increase our real language experiences
for our students. This can be done by increasing cultural events and by cooperating and
16
developing opportunities with the other two French Immersion schools and the
Francophone school in the city. Students need opportunities, outside the classroom, to use
French. We can reduce professional isolation by creating planning sessions between
teachers of both Districts. We can do a better job at promoting our French Immersion
program through our Schools’ Web Pages and by displays at the Trade Show and a
possible promotional video and/or radio spots. In order to minimize loss of students in the
Immersion program, we need to offer a viable program at Westwood High School. Core
Immersion teachers would work and plan with Core English Stream teachers to create
common programs and to create professional harmony. The high school core Immersion
teachers would also coordinate their programs with junior high teachers to provide better
transition and a stronger and more consistent program. Our high school Immersion
teachers would also need to work with other District Immersion staff for purposes of
planning and delivery of program. The expansion, maintenance and survival of the
Immersion program are the key. In order to achieve this, Immersion staff needs to work
with various Districts and organizations.
A bilingual certificate and second language awards need to be introduced to
motivate students. The more we can do the better. For this to happen, a District French
Immersion Steering Committee needs to be established. Members on this committee
would include administrators from the Immersion schools, teachers from each Immersion
school, parent representative from each school, a District representative, a Trustee and a
representative from CPF. We would also need to develop and implement a District wide
policy to deal with students experiencing difficulties in French Immersion. We will need
to modify programs for these students just as we do in the English stream. Reading
programs are a must. If students have difficulty reading, they will experience difficulties
in all core subjects. We must tackle this issue. Switching programs should not be an
option. In all of this, we must remember that French Immersion is not for the cream of the
crop, but for students of all levels and abilities.
Second language awards can also be given to English stream students and French
Immersion students studying more than two languages. The focus needs to be on Global
Languages. We need to steer students towards a minimum of one-second language, but
more if possible. Promote, encourage and develop French administrators, secretaries and
17
teacher-librarians, so that French is seen as an important and working language. This
reduces the effect of French Immersion being seen in isolation. It makes French part of
our District traditions. We then need to create partnerships and links with the Faculté
Saint-Jean and other post secondary institutions where French or other second languages
are offered. The distribution of French Language Program Grants needs to go directly to
the schools. We need to develop a District funding structure responsive to Immersion
program needs. My hope is to build a school community where learning more than one
language is the norm rather than the exception and where parents are fully informed and
push for programs that truly enhance student learning.
A big incentive for students is the bilingual certificate/diploma. Students entering
the immersion program would require the following for a Bilingual Certificate: Grade 9
and 10: Full French Immersion programs. At graduation, a minimum of 45 credits in
courses offered in French instruction including 15 credits in French language Arts and 15
credits in Études Sociales. Students are encouraged to take, as many courses available in
French as possible, and the certificate will state the number of credits earned. It is
necessary for students to continue in French Immersion through junior and senior high
school. During the early years of an immersion program, students develop a basic
competence in the French language. However, this skill will deteriorate if its use is
greatly decreased. Continuing Immersion is necessary to MAINTAIN the level of French
language skills already achieved and to EXPAND the student’s general competence in
the language in keeping with his or her increasing maturity. It is critical for students to
continue in Immersion even after several years in the program.
To some parents, a young person who has been in an immersion program seems
quite comfortable in French. As a student prepares for junior or senior high school, it is
important to remember the family’s original objective for enrolling their son or daughter
in a French Immersion program. Formal and informal enquiries suggest the immersion
program was usually chosen so that, regardless of the career selected, the student will
eventually be able to compete in a bilingual workplace. While immersion students, even
in Grade 10, achieve high scores on French reading and listening comprehension tests,
their speaking and writing scores are less satisfactory and show weaknesses in grammar.
18
Students’ self-evaluations support these views. If the objective is fluency in French for
career or personal reasons, it is essential to work on French throughout high school.
THE ESSENTIAL COMPONENTS OF THE FRENCH IMMERSION PROGRAM
A continuing French Immersion program needs to have key and essential
components. The students themselves have a lot to say about education by the junior high
school years, and their thoughts must be taken into account. Students consider a “good”
program to be one that meets their many needs. Not only must the program ensure that
their competency in French keeps pace with their increasing intellectual maturity but it
must enable them to satisfy future education and career requirements. Apart from these
criteria, the program should be offered in a school that meets the students’ academic and
social needs, and their special interests in areas such as sports or music. After nearly three
decades of French immersion experience in Canada, researchers generally agree that 50
percent of studies at the secondary level must be in French to further develop a student’s
skills. Students must include some French studies in every year during high school so that
proficiency does not diminish. Many administrators feel that three French courses each
year in subjects such as French language Arts, Social Studies, and another vocabularyrich subject such as a Science, are sufficient to maintain skills. This type of program is
often a good compromise for students who wish to enter other special programs such as a
gifted stream or a school for the arts. More than three courses are required if the aim of
the program is to EXPAND and STRENGTHEN the student’s language proficiency. In
addition to the three courses suggested above, mathematics, history, geography, and even
physical education are taught successfully as part of a Continuing Immersion Program.
Any program offered should be supported by a library stocked with a variety of
good quality, carefully selected French materials; reference and textbooks, and audiovisual materials and books for leisure reading. The librarian should be French speaking.
In order to make the Continuing Immersion Program available to the widest range of
student abilities; skilled French-speaking resource teachers should offer remedial help
and enrichment courses. Programs should also feature a wide range of course choices so
those college, university or career objectives can be met. These courses must all be taught
19
by fluently bilingual teachers who are qualified to teach the subject matter and in
immersion methodology. Any immersion program, and particularly a continuing one,
should include extracurricular activities, for example exchanges, summer programs, field
trips and French clubs. Whenever possible students should have the opportunity to
interact with native speakers of French. This develops their interest, provides motivation,
and is probably the only way they will learn to speak, everyday non-academic French.
Vacationing in French speaking areas in Canada or elsewhere is a good way for parents to
assist students in learning French. Parents can also encourage them to find part-time and
summer jobs where French is required.
CERTIFICATION
The next stage of the Immersion program is the post K-12 French Immersion
experience. School boards should clearly identify courses taken in French on all student
transcripts. Students should also be given a bilingual certificate for completing a
predetermined number of courses in French. The bilingual certificate has been identified
as a strong motivating factor for students who remain in an immersion program.
According to tests such as the Foreign Service Exams, Continuing Immersion graduates
are bilingual, capable of functioning in most social, travel and work situations. Bilingual
graduates are more likely to qualify for jobs in government, tourism, retail, and travel
services. Some English-language universities are beginning to respond to the demand for
courses taught in French in a variety of subject areas. Students need to determine whether
the post-secondary institutions they are considering offer courses taught in French in their
area of interest. Students, parents and educators must make the need for such
opportunities more apparent to the administrators of English language colleges and
universities. The learning process never really ends. Immersion graduates can continue to
maintain their French language skills through higher education, continuing adult
education and, of course, regular use of French in everyday situations.
20
THE FIRST STAGE OF THE FRENCH IMMERSION EXPANSION
All of the above ideas are contingent on the ability to offer a program at
Westwood High School. It is not possible to offer an expansion without adequate staffing,
financing and student enrolment. Our sister District’s high school attracts some of our
Immersion students due to the fact that they offer several French language courses and
we do not. As of June of 2004, we had a grade 8 class of 15 students. If any of these 15
were to move or switch high schools, we would be in dire trouble. There is always
attrition and I expected at least 3 to 4 students to switch to the other system. I needed
more students to make the expansion seem viable. It was clear based on a meeting that
my Associate Superintendent had with the School Board that financing this expansion
with so few students was not going to happen. After the initial meeting between myself,
my principal, the principal of École Dickinsfield School and our Associate
Superintendent, who brought the minutes and discussion items back to the School Board
which thus produced the following concerns: the number of students in FI amounted to
less than 5% of the district enrolment.
Was investing $500K over the first four years of expansion in this small
constituent justifiable? Declaring FI as a district program requires dialogue with district
administrators because the notion of pooling of funding comes into play. How will
funding such expansion impact base allocations for WW? i.e. double funding possibility?
Parents of students in regular programs may question (the Board about) such a large
investment in a small percentage of the district population. The involvement of Centre
Boreal would be advantageous from a funding perspective and attraction & retention
benefit.
Money was obviously going to be an issue, so I decided to pursue my initial
contact with the principal of Centre Boreal. He was very interested in seeing his students
receive a high school experience and continue in the French Language Program. Centre
Boreal had a total school population of less than 90 students. Their experience with losing
students was similar to ours, therefore, we had a vested interest in collaborating and
21
working to provide and develop a program that would maximize the strengths of the
students in the French language and expand the program as well.
My initial meeting with the Principal of Centre Boreal was to work out the
logistics of this collaboration. We met to discuss possible course offerings, the location of
course offerings and the staffing and resources for course offerings. Regardless of
whether the collaboration was going to work or not, I decided to offer at least a partial
expansion to our current program by offering Études Sociales along with FLA and that I
would teach the courses to offset costs. We would not have to hire a teacher since I was
currently paid for, meaning part of my duties as an administrator would be to teach
French language classes.
We initially discussed offering FLA, Études Sociales and Science in French. By
combining our students, we were able to get viable numbers in the first two courses but
not in the third. Therefore, we decided to keep it simple and go with the FLA and Études
Sociales for the first year and then try for more in subsequent years. Due to our school
population and the large numbers, we don’t have a lot of flexibility in timetabling a
couple of classes in comparison with all of the others. Our plan was to offer the French
language classes in the morning and that would free me up for the afternoon. The Centre
Boreal students would come to Westwood for the morning, taking the French language
classes and options. The plan for the subsequent year would have Centre Boreal students
coming to our school for FLA and Études Sociales with options, and our students going
to Centre Boreal for two other subjects. We would switch the schedule so that our
students go to Boreal for the morning and their students come to us for the afternoon. By
coming in the afternoon, it serves their need to experience the after school high school
experiences such as the arts, music, clubs and sports that are not offered at Boreal due to
their low numbers.
In order to enable us to purchase the resources, staff the courses and provide
transportation from Centre Boreal to Westwood, we needed start up fees. Since the public
school board could not commit that amount of money for expansion start up, we would
need to look elsewhere for funding. Figure 4 shows the funding proposal and needs for
the first three years of the French Immersion expansion at Westwood in collaboration
with Centre Boreal (francophone school). Our first year generated a $20,000 grant:
22
$10,000 for 2004/05, since that was the first year of our expansion and $10,000 for this
current school year (see appendix 2: Proposal for Funding under the Federal Action Plan
for Official Languages). This money went for resources and transportation. (Note: We are
expecting a larger grant sum for next school year. It is rumoured to be in the area of
$60,000 – $70,000.)
Although the original plan was to have an equitable exchange of students to the
other school’s campus, it became quite clear that the Westwood students were not
interested in travelling to Centre Boreal. If I wanted to increase the number of course
offerings for our 2004-05 group for the following year, the courses would have to be
offered at Westwood.
2004 – 2005: Year 1
With many thoughts, ideas and plans of offering a full course load of French
Immersion classes in the first year of expansion, starting simpler and smaller seemed
most appropriate and workable. This was also the more appropriate course of action to
take considering the possibility that the partnership with Centre Boreal might fall
through. So I decided to take a few steps back and added French Social Studies to the
existing French Language Arts at the grade nine level. No changes would be made to the
higher-grade levels due to lack of staffing, resources and commitment on the part of
students. The focus of the expansion would be with the 2004-2005 grade nine class. I had
a small group of students – 15 from Ecole Dickinsfield, our feeder school, and 7 from
Centre Boreal. I was looking for a viable program and Centre Boreal was looking to offer
options to their students. We both had a vested interest in pursuing this partnership.
The scheduling of French Language Arts 9 would be in the morning of semester
one and French Social Studies 9 in the morning of semester 2. The Centre Boreal students
would come to Westwood in the morning only for French Language Arts and French
Social Studies as well as option classes. With a start up fee from the Fort McMurray
Public School District and funding through the Federal Action Plan for Official
Languages: Alternative French-language Program, we were able to purchase new
23
resources, staff for the second semester and pay transportation costs to Centre Boreal for
the transportation of their students to Westwood.
Towards the end of the first semester, I met with students and parents of our new
expanded program to discuss high school course offerings in French, a bilingual diploma
(see appendix 3: Bilingual Certificate) and a possible trip to France for this group of
students. The bilingual diploma has been indicated by schools, parents and students as a
strong motivating factor in staying in a French Immersion program through to grade 12.
Basically, we discussed the future of the program with my first cohort group. Because
this was a new and innovative partnership, I administered a satisfaction survey on behalf
of the school board to both the students and the parents as shown in appendix 4: French
Immersion/Francophone Parent/Student Survey. The results of the parent and student
surveys indicated that overall, both parents and students were very satisfied with the
expansion. Both groups appreciated the increase in course offerings and the opportunity
to graduate with a bilingual diploma. Parents liked the communication between home and
school, especially in regards to class activities and homework. Updates were sent on a
regular basis. The partnership was off to an excellent start with public school students
having the opportunity to continue in French Immersion and being exposed to native
speakers of the language on a daily basis and the Centre Boreal students were happy with
greater high school experience such the option classes (refer to the graph and comments
of the satisfaction survey in appendix 5).
2005 – 2006 Year 2
Early in the second semester of the first year in preparation for year 2 of the
expansion, I met with the students and parents of Ecole Dickinsfield School, our grade 8
feeder school. The purpose of the meeting was to discuss the importance of staying and
continuing in French Immersion, the bilingual diploma and course offerings. With
Centre Boreal, a teacher would come to Westwood to teach French Math and French
Science. Westwood had a teacher for the French Language Arts and French Social
Studies. Together we would be able to offer a full French Immersion program. Based on
the results of the Commitment Survey (refer to appendix 6) administered at the meeting,
transportation of Westwood students to Centre Boreal would be a major obstacle to the
24
Math and Science component. The results of the Commitment Survey for our incoming
grade 9 group indicated the following:
2004/05 French Immersion Commitment Survey Results for the 05/06 group.
(refer to Appendix 6)
Out of 19 students, 8 surveys were returned.
a. 4 students committed to a full program offering.
b. 1 student committed to taking 3 out of the 4 course offerings.
c. 3 students committed to taking 2 out of the 4 course offerings.
Comments from the survey.
(refer to Appendix 6)
Concerns:
a. 5 comments stating a desire not to travel to École Boreal for French Language
classes.
b. 1 comment concerned about having the same teacher for all core courses.
c. 2 comments about the quality of teaching.
d. 2 comments about limited flexibility in scheduling.
e. 2 comments concerned about the transferability of French vocabulary to English
university studies.
Needs:
a. 2 comments about the need for extra-curricular/field trips/travel.
b. 1 comment in regards to the need for extra help for struggling students.
c. 1 comment about summer school course offerings.
Since we had few students indicating a desire to take French Math and Science due to the
transportation concern, it was decided to offer these courses at Westwood instead. This
meant that in the second year of the expansion, both schools would teach its own students
French Language Arts and French Social Studies in the morning. The Centre Boreal
teacher and his students would come to Westwood in the afternoon to teach French Math
and Science to both his and our students. In this scenario, Westwood students would get
the opportunity to take all four core subjects in French. The Centre Boreal students would
benefit with an afternoon schedule which included option and English Language Arts
classes. They would also benefit by being able to participate in after school activities,
25
thereby getting a fuller extra-curricular high school experience. The results of the
Commitment Survey indicated one thing, but the reality showed the following:
Reality: actual courses taken in 2005/06.
(refer to Appendix 6)
Out of the 19 students in the 04/05-feeder class, two transferred to another high school. 3
new students joined our French Immersion program for 05/06, creating a core group of 20
students. Courses taken are as follows:
a.
b.
c.
d.
20 students are in French Language Arts.
18 students are in Études Sociales (French Social Studies).
13 students are in French Math.
13 students are in French Science.
Also in this second year of expansion, we offered French Math 10 Pure and French
Science 10 to our 04/05 group. We also added one more course in French for our 04/05
group: French CALM which was to be scheduled in the evening. We felt it was important
to offer as much as possible in order to establish the beginning of a history and culture of
offering a full French Immersion program in grades 9 and 10. The results of the
expansion at Westwood for the French Immersion students resulted in the following:
Results of the expansion of the grade nine 04/05 class.
(refer to Appendix 6)
-Out of the 11 students who started in the expanded French Immersion program in
2004/05, all 11 who took French Language Arts 9 continued with French Language Arts
10.
-Of the 10 students who were registered in French Social Studies 9 in 04/05, all continued
in French Social Studies 10.
-We received 3 additional students at the grade 10 level. All 3 students took French
Language Arts 10 and French Social Studies 10.
-Four students enrolled in French Science 10 (2 from each school) and seven students
enrolled in French Math 10 Pure (5 from Westwood and 2 from Centre Boreal). Although
the numbers were small, it was decided that we would commit to these courses for the
benefit of the students and for the benefit of the program.
-We received two new students at the grade 11 level and both took French Language Arts
20.
26
-Of the 18 total students taken a French Immersion course, 16 are taking French Calm
plus one Centre Boreal student.
We met once again with the Superintendent of the Francophone School Board to
discuss financing, concerns and issues and to establish policies and protocols. The results
of that meeting are found in appendix 7.
I also needed to administer the satisfaction surveys to our students and parents
during this second year of expansion (refer to appendix 4). These satisfaction surveys
now included two groups: the 05/06 grade 9 cohort and the 04/05 grade 10 cohorts.
It was crucial to once again survey the students and find out the satisfaction level of both
our parent and student groups. The Satisfaction Surveys, as in appendix 4, revealed that
although parents and students were pleased with the increased course offerings in French,
the opportunity to graduate with a bilingual certificate and the math/science teacher, we
did have some areas of dissatisfaction this time. The dissatisfaction, especially amongst
parents had to do with communication. Parents felt they were not informed enough about
the Immersion program throughout the school year. Furthermore, both the parent and
student group were dissatisfied with the Humanities teacher (refer to the 2005-2006
satisfaction survey graphs in appendix 8).
Based on these results, I decided to implement several strategies. The first was to
update our website with relevant and up to date information regarding the French
Immersion program. This has been accomplished. The second was to initiate and hold
parent meetings to discuss course offerings for next year as well as the plans for an
overseas trip for the 2006 – 2007 grade 10 – 12 students. This was also accomplished.
Due to these meetings, we have begun the expansion into grade 12 with French Language
Arts 30 for the first time in the history of Westwood. We have also begun the expansion
process in grade 11 with the goal of adding French Math 20 Pure, French Social Studies
20 and French Physics 20 alongside of French Language Arts 20. Furthermore, we are
continuing with the offerings of the four core subjects in grades 9 and 10 for the second
year in a row. I have also introduced a French Tourism option for the grades 10 – 12
which is required for all students wishing to travel overseas. This option provides the
grade 12 students with two French classes, the grade 11 students with five French classes
27
and the grade 10 students with five French classes. This is a stark contrast to two years
ago when there were no French classes at the grade 11 and 12 levels, and only French
Language Arts at the grade 9 and 10 levels. In order to deal with the concern over the
Humanities teacher, it has been decided not to extend this contract position and opt to
post for this position. In order to respond to the need for extra-curricular activities in
French, Westwood is planning an overseas trip, in collaboration with Centre Boréal and
École Dickinsfield, a French Gala evening will be planned to showcase the talents of our
Immersion and Francophone students.
2006 – 2007 Year 3
Based on the results of the Commitment Survey (refer to appendix 6), our
projected enrolment for next school year shows that as of April 2006, Westwood in
collaboration with Centre Boreal can expect the following students at the grade 9 level:
French Language Arts 9 – 23
French Social Studies (Études Sociales) 9 – 22
French Science 9 – 22
French Math 9 – 22
Grade 10 projections (not part of the survey) are as follows:
French Language Arts 10 – 18
French Social Studies (Études Sociales)10 – 18
French Science 10 – 12
French Math Pure 10 – 12
This is an increase from the 2005 -2006 grade 10 group, especially in the Math and
Science subjects.
Grade 11 projections (not part of the survey) show the following:
French Language Arts 20 – 12
French Social Studies (Études Sociales) 20 – 11
French Math Pure 20 – 8
French Physics 20 – 8
28
Westwood has only been able to offer French Language Arts 20 in the past. Next
year we are adding three new courses that have never been offered before. A fourth
course in the evening has been added to coincide with the proposed overseas trip. French
Tourism has a projected enrolment of 30 students. It is a required course for those who
want to go on the trip. Also, we are offering French Language Arts 30 at the grade 12
level for the first time ever with a projected enrolment of 4. This group will be in a split
class with the grade 11 class for French Language Arts only. This collaboration has
enabled both schools to expand course offerings at the high school level, and if the
numbers at both feeder schools are any indication, this expansion will continue to be
strong and viable for many years to come.
DICKINSFIELD
GRADE 7
GRADE 6
GRADE 5
GRADE 4
GRADE 3
GRADE 2
GRADE 1
KINDERGARTEN
BOREAL
25
23
35
26
33
34
32
46
TOTAL
5
9
10
7
14
13
10
8
30
32
45
33
47
47
42
54
Furthermore, Westwood Community High School and Centre Boreal expanded
the partnership by introducing the Campus scenario (Westwood as the high school
campus for Centre Boreal) as well as several goals to further this expansion and take it
to the next level academically, culturally, socially and publicly. The following is the
summary of agreements, strategies, goals and ideas between the two school boards
agreed upon by myself, Principal of Westwood Gary Kinnell, Associate
Superintendent of Fort McMurray Public Schools John Doi, Principal of Centre Boreal
Eric Larouche and Superintendent of Conseil Scolaire du Centre-Nord No. 2 during the
April 12th meeting. Although we do not want to veer away from the known names of
French Immersion and Francophone Education, the new partnership name will be
called the Boreal-Westwood Campus En Français: A Partnership to Expand and
Enhance French Language-Cultural Learning in High Schools.
29
Our specific objectives are to revitalize Francophone and French Immersion
education by expanding course offerings beginning in 2006-07 at the Grade 11 level;
and continue the expansion in 2007-08 for Grade 12 French Immersion students. Also,
we will continue all efforts to attract students into Francophone and French Immersion
programming at the primary level. Not only do we want to attract students but one of
our main goals is to retain the students we currently have in Francophone and French
Immersion course study through their high school (Grade 10-12) years. In order to
recognize the high school French Immersion and Francophone experience publicly, it
is our goal to graduate students with French language proficiency in both Francophone
and French Immersion education programs in a special graduation recognition
ceremony and to make a French language diploma or certificate available to students
taking French language coursework beginning at the end of the 2007-08 school year
which coincides with the graduation of our 04-05 cohort group. This will enable us to
promote and to celebrate French language learning in the community. A further goal is
to improve the quality of instruction in French language by creating a Professional
Learning Community en Français for teachers, students and the community. Lastly, we
will establish a community Francophone/French Immersion School Council and
continue to collaborate, partner or link Westwood Community High School with
Centre Communautaire Scolaire Boreal by improving accessibility and quality of
French language teaching materials, resources and pedagogy.
The specific, nuts and bolts, strategies needed to accomplish these goals involve
the continued promotion of the benefits of learning in French at École Dickinsfield
School in their K-8 French Immersion programs and in the educational community at
large as well as strengthening the partnership between Westwood Community High
School and Centre Communautaire Scolaire Boreal which involves combining students
in various courses taught in French and sharing teachers to instruct student in those
courses in both French and English. In terms of staffing, we will add a 0.5 f.t.e. French
Immersion teacher time so that Etudes Sociales 20 and CeV (CALM) can be added to
the course offerings, along with FLA20, for the 2006-07 school year and add a 0.5 f.t.e.
French Immersion teacher time so that Etudes Sociales 30 and TO35 can be added to
the course offerings, along with FLA30, for the 2007-08 school year. In terms of
30
information sharing, we will communicate with students, families and staff of Centre
Boreal, École Dickinsfield and Westwood, the offering of courses in French at
Westwood including timetabling, scheduling and transportation logistics and continue
to explore other academic courses available to students. Finally we will plan for
students from Westwood to attend Centre Boreal or Francophone events or activities to
maximize exposure to French language and culture, Create brochures and print or
electronic promotional material about French language programming available in the
community and Create a French language web page to be linked to home pages of
Centre Boreal and Westwood with video clips, course and program information,
timetables, school information as a promotional tool.
In order for Centre Boreal to not lose out on its high school funding collection by
making Westwood its high school campus, Greater Central Francophone Education
Region No.2 (GCFER) will maintain Centre Boreal students as “resident” students and
make funding grant claims for them including Credit Enrolled Unit (CEU) funding and
GCFER will hire and pay certificated teacher(s) to be placed at Westwood to instruct
courses en français. From the Fort McMurray Public School District’s side, we will hire
and pay certificated teachers placed at Westwood to instruct courses from Grades 9-12
chosen by Centre Boreal students. From grant monies received from Alberta Education
for Program Expansion or federal Action Plan projects, Westwood will transfer
approximately $5000 to Centre Boreal to costs of transporting students, transfer
approximately $1500 to Centre Boreal for texts and resources and will use the balance
at Westwood for texts and resources, translation services, transportation and
administration & coordination. Finally, GCFER will create two high school
scholarships for Francophone and French Immersion students.
Our goals for the 2005-06 through 2007-08 school years is to retain 95% of students
who were enrolled in K-8 French Immersion programs in the next higher French
Immersion grade, and for 2005-06, enrolments in Grade 10 French Immersion courses
will increase by 15 students from 5 students to 20 students (300% increase).
Furthermore, achievement of Grade 10 students on school exams studied in French
Immersion will match or exceed students who study comparable courses in English.
Also, student and parent satisfaction with opportunities to continue learning in French
31
Immersion beyond Grade 9 will increase as measured through the annual district
survey. Lastly, the first graduating class of Francophone/French Immersion students
will be in May-June 2008 and each year thereafter a Francophone/French Immersion
graduation will be celebrated.
REFLECTION
When I look back on this entire process I remember feeling a strong sense of
apprehension. To begin with, I didn’t even have an idea for a research proposal, let alone
a project. It felt like I was without direction. It wasn’t until I went to the French
Immersion Conference in October of 2002 that an idea came to mind. I struggled
throughout this process with the feasibility of my proposal. The philosophical inspiration
I received at the French Immersion Conference was good for the mind and heart, but it
lacked something. It lacked a practical element. It wasn’t until I attended the French
Immersion workshop at Paul Kane High School in St. Albert that I began to see what I
call the nuts and bolts of French Immersion operation at the high school level. It was also
at this point that I began to see what it would take to maintain, promote and expand our
Immersion program. I began to move away from my narrow focus of my school and
school district and began to expand my vision to encompass another school district which
was in the same predicament in regards to enrolment and retention beyond grade 8.
From the foundation in elementary school, this process expands into junior high
and culminates at the high school level. In my school district, we had the foundation, a
smattering of expansion and no culmination. This is where the idea for a French
Immersion expansion at the high school level and the basis of my research project was
generated. Even though I was not yet at the high school to effect change, I felt that I
could begin the groundwork and research in order to initiate interest at the District level
for this expansion to take place. Being an administrator in a K-8 school at the time left
me with no authority to create change in a school in which I did not work. It wasn’t until
I became the Vice Principal for Westwood Community High School that I was finally
32
able to begin the process of fulfilling a dream of having French Immersion expand at the
high school level.
The connection to people in French Immersion and Francophone education has
opened my eyes to new ideas, possibilities and opportunities. The Conferences and
workshops have been strong motivational factors for me especially when the process was
getting difficult. This difficulty and what I call the bumps in the road to expansion has
been the loss of students, teachers, course offerings, scheduling nightmares, disagreement
at the school level as to the importance and viability of the program. Although I must
admit that for the most part there has been great support at the school level. The
disagreements occurred due to the cultural shift that was being introduced in a school that
had no experience with a French Immersion program. In terms of the reality of Fort
McMurray, we will always be faced with staff leaving and students moving which will
have a huge effect on course offerings and enrolment, which of course affects the very
foundation of the program.
The glitches, bumps and frustrations are part of the process of seeing a program
expansion from its inception to its completion. This program will always be dependent
upon enrolment and staffing, but in the end, this program expansion was conceived so
that students could attain a level of French language proficiency that they otherwise
would have lost. This project was conceived so that students would have greater
opportunities at the end of grade 12. This expansion was conceived so that parents could
be satisfied that their children were enrolled in a program that delivered on the promise
they were given when they put their children in French Immersion in the first place. This
in the end is what makes the frustrations and the bumps in the road bearable and
worthwhile.
Seeing this expansion grow from infancy to where it is today and certainly to
where it can be in the future fills me with pride. The pride also comes from knowing that
this collaboration between two school boards serving different clientele is being observed
by other school jurisdictions and may be replicated elsewhere as a means of solving the
enrolment problem faced by high school Immersion and Francophone programs. It is my
goal that this expansion and collaborative project be read with the hope that inspires
others to search for solutions outside the box.
33
BIBLIOGRAPHY
1. August, D., Calderon, M. and Carlo, M. (2002) Transfer of Skills from Spanish to
English: A Study of Young Learners. Report For Practitioners, Parents, and
Policy Makers. May.
2. Bournot-Trites, M. and Urlike, T. (2002) Executive Summary. Report of Current
Research on the Effect of the Second Language Learning on First Language
Literacy Skills. Halifax: The Atlantic Provinces Educational Foundation.
3. Edmonton Public Schools French Renewal Project. (2001-2002)
http://french.epsb.ca/frenchRenewalProject.htm
4. Genesee, Fred. (2000) Brain Research: Implication for Second Language
Learning. Dec. McGill University.
5. Genesee, Fred. (1985) Second Language Learning through Immersion: A Review
of U.S. Programs. Review of Educational Research, Vol. 55, No. 4 (winter, 1985),
pages 541-561.
6. Handbook for French Immersion Administrators. Alberta Learning, French
Languages Services Branch, 2002. Chapter 1: The Immersion Approach:
Principles & Practice, p.1-19.
7. Handbook for French Immersion Administrators. Alberta Learning, French
Languages Services Branch, 2002. Chapter 2: Condition for Success, p. 21-36.
8. Handbook for French Immersion Administrators. Alberta Learning, French
Languages Services Branch, 2002. Chapter 8: Recruitment and Retention of
French Immersion Students, p.107-120.
9. Klein, Elaine, C. (1995) Second versus third language acquisition: Is there a
difference? Language Learning, Sep. 1995, Vol. 45 Issue 3.
10. Krashen, Dr. S. (1984) Immersion: Why it Workds and What It Has Taught Us.
Language and Society 12, p. 61.
11. Swain, M. and Sharon Lapkin. (1998) Interaction and Second Language Learning:
Two Adolescent French Immersion Students Working Together. The Modern
Language Journal, Vol. 82, No. 3, Special Issue: The Role of Input and
Interaction in Second Language Acquisition (autumn, 1998).
12. Van de Craen, P. (2001) Pluralingualism in Multicultural Europe. Workshop
Report: Multilingual Education, June, 2001.
13. Verhoeven, Ludo T. (1994) Transfer in bilingual development: The linguistic
interdependence hypothesis revisited. Language Learning, Sep. 1994, Vol. 44
Issue 3.
34
Appendix 1
Figure 1
74.50%
74.00%
73.50%
Fr. Math 8
73.00%
72.50%
Eng. Math 9
72.00%
71.50%
71.00%
1
Figure 2
75.20%
75.10%
75.00%
Fr. Science 8
74.90%
74.80%
Eng. Science 9
74.70%
74.60%
74.50%
35
1
Figure 3
76.40%
76.30%
76.20%
76.10%
76.00%
75.90%
75.80%
75.70%
75.60%
75.50%
75.40%
75.30%
36
Fr. Social Studies 8
Eng. Social Studies 9
1
Appendix 2
COMMITTING TO GROWTH
Proposal for
Funding under the Federal Action Plan for Official Languages
Toujours Plus Haut, Toujours Plus Fort - II
A Project to Expand and Enhance French Immersion Learning in High Schools
from
FORT McMURRAY PUBLIC SCHOOL DISTRICT #2833
and
CENTRE COMMUNAUTAIRE SCOLAIRE BOREAL
37
A. PROJECT TITLE
Toujours Plus Haut, Toujours Plus Fort - II
A Project to Expand and Enhance French Immersion Learning in High Schools
B. APPLICANTS
(Include all partners and contact information.)
Fort McMurray Public School District #2833
Contact: Mr. John H. Doi
Associate Superintendent – Education & Administration
231 Hardin Street
Fort McMurray, AB T9H 2G2
(780) 799-7909
Conseil Scolaire D Centre-Nord No.2
Contact: Mr. Henri Lemire, Superintendent
Centre Communautaire Scolaire Boréal
312 Abasand Drive
Fort McMurray, AB
(780) 791-0200
C. PROJECT CONTACT PERSON(S)
(Include name, title, address, phone, fax and e-mail.)
Same as in B. APPLICANTS
38
D. BACKGROUND
French Immersion (FI) programs began to appear across the province in the late 1970s
and proliferated in the 1980s. FI programs were introduced in Fort McMurray in the early
1980s in both the Public and Catholic systems.
FMPSD established its early FI programs at Frank Spragins School circa 1980. Since
1984, Ecole Dickinsfield School has been the home of K-8 FI programs. After Grade 8,
there were limited course offerings, French Language Arts (FLA), in Grade 9 and Grade
10 at Westwood.
In the past decade or so, interest for FI began to decline, provincially and locally, as
evidenced by a decline in enrolments from the middle grades onward. Provincially,
estimates of this decline in enrolments are in the 27-30% range. More recently,
enrolments in FLA 9 and FLA 10 have declined to numbers so low that combined classes
are necessary to continue offering the courses.
A steady enrolment of students in early grades suggests that the interest and demand
continues to be in our district. However, there is a dramatic decline in enrolments
beginning in Grade 7 and continuing through Gr. 9-12 levels when only approximately
10% of the original kindergarten enrolments continue with a very few French Immersion
course options. One possible explanation is that without FI program continuity at the Gr.
9 to Gr. 12 levels, students have no incentive to continue their learning en francais;
hence, they switch to courses in English.
The enrolment statistics for the 2003-04 school year at the two schools in Fort
McMurray Public School District which offer French Immersion programs or courses
illustrate the trend of declining choice for French Immersion learning.
Ecole Dickinsfield School
K
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Gr. 7
Gr. 8
43
39
24
32
24
23
21
19
15
240
Westwood Community High School
FLA 9
FLA 10/20
10
10
20
This pattern of declining choice to learn en Francais is also illustrated in the
enrolment figures for 2003-04 at Centre Communautaire Scolaire Boreal, the
Francophone school in Fort McMurray.
39
Centre Communautaire Scolaire Boréal
K
17
Gr.1
11
Gr.2
9
Gr.3
11
Gr.4
8
Gr.5
8
Gr.6
8
Gr.7
4
Gr.8
6
Gr.9
3
Gr.10
3
Gr.11
1
89
E. PROJECT DESCRIPTION
(Include project timelines and a clear link with Federal Action Plan goals and the specific areas being
addressed.)
Rationale
Second language learning is an important aspect of preparing students for a changing
world. The benefits of learning another language are many:
improvement in listening skills;
increasing cognitive abilities;
creating more flexible thinkers;
enhancing communication skills in first languages;
developing deeper understanding of cultures;
improving overall school performance;
facilitating the learning of third and fourth languages;
Knowing another language can give students:
• A lifelong ability to communicate with more people;
• An increased understanding of and respect for people of other cultures;
• Broader educational and career opportunities;
• A competitive edge in the job market;
• More opportunities to enjoy literature, art, music, theatre, sports and travel.
The policy of second language learning which Alberta Learning is developing will call
for mandatory second language learning beginning in 2006 with Grade 4 students with
subsequent grades added through to second language learning by Grade 9s in 2011. If
French language is to be the anchor second language offered by FMPSD, then bolstering
it [the anchor language] by expanding French Immersion programming at the upper
junior and senior high school levels would be advantageous.
40
The vision of the French Immersion Program Expansion is to provide French
Immersion program continuity at the Gr.9-12 levels by offering more French language
teaching/learning in context. By adding such courses the goals listed below will be
achieved over time and students may begin to realize the benefits listed above.
Specific Objectives
1. To continue to revitalize French Immersion by expanding course offerings
beginning in 2005-06 at the Grade 10 level; and continue the expansion in 200607 for Grade 11 French Immersion students; and in 2007-08 for Grade 12
students;
2. To continue to attract students into French Immersion programming at the
primary level;
3. To retain students in French Immersion course study through their high school
(Grade 10-12) years;
4. To increase the number of students graduating with French language proficiency;
5. To make a French language diploma or certificate available to students taking
French language coursework at the end of the 2007-08 school year;
6. To improve quality of instruction in French language by creating a Professional
Learning Community en Francais for teachers, students and the community;
7. To promote and to celebrate French language learning in the community;
8. To establish a District French Immersion Steering or Advisory Committee;
9. To collaborate, partner or link with Centre Communautaire Scolaire Boreal by
improving accessibility and quality of French language teaching materials,
resources and pedagogy.
Specific Strategies
1. Continue to promote the benefits of learning in French at Ecole Dickinsfield
School in their K-8 French Immersion programs and in the educational
community at large;
2. Establish a partnership between Westwood Community High School, Fort
McMurray Composite High School and Centre Communautaire Scolaire Boreal
which involves combining students in various courses taught in French and
sharing teachers to instruct student in those courses in both French and English;
41
3. Add .5 f.t.e. French Immersion teacher time so that Etudes Sociales 10 and
Science 10 can be added to the course offerings, along with FLA10, for the 200506 school year;
4. Add .5 f.t.e. French Immersion teacher time so that Etudes Sociales 20 and CeV
can be added to the course offerings, along with FLA20, for the 2006-07 school
year;
5. Add .5 f.t.e. French Immersion teacher time so that Etudes Sociales 30 and TO35
can be added to the course offerings, along with FLA30, for the 2007-08 school
year.
F. EXPECTED RESULTS AND TARGETS, WITH TIMELINES
(Include specific targets such as percentage increases in student enrolment/retention, satisfaction ratings,
and quality improvement measures.)
1. For the 2005-06 through 2007-08 school years, retention of 95% of students who
were enrolled in K-8 French Immersion programs in the next higher French
Immersion grade;
2. For 2005-06, enrolments in Grade 10 French Immersion courses will increase by
15 students from 5 students to 20 students (300% increase);
3. Achievement of Grade 10 students on school exams studied in French Immersion
will match or exceed students who study comparable courses in English;
4. Student and parent satisfaction with opportunities to continue learning in French
Immersion beyond Grade 9 will increase as measured through the annual district
survey;
G. SUMMARY OF PROJECT BUDGET BY YEAR
Cost Category
2004/2005
Personnel
Material and resources
Evaluation costs
Administration
Other (Please specify)
Total Costs
Applicant’s Financial
Commitment
Grant request up to
50% of yearly total
2005/2006
37,750
20,000
750
1,500
15,500
75,500
37,750
37,750
2006/2007
75,500
20,000
750
1,500
15,500
113,250
75,500
2007/2008
113,250
20,000
750
1,500
15,500
151,000
113,250
Total
226,500
60,000
2,250
4,500
46,500
339,750
226,250
56,625
75,500
169,850
Note: Total grant request must be no more the 50% of total project. Plan for greater grant support in the last
three years of the funding period.
H. METHOD OF EVALUATION
(Include specific targets such as percentage increases in student enrolment/retention, satisfaction ratings,
and quality improvement measures.)
42
1. District survey of French Immersion students, parents and staff re. satisfaction
with opportunities to continue learning in French Immersion programs;
2. Administration tracking of enrolment figures in K-8 French Immersion school and
in Gr. 9-12 high schools;
3. Administration analysis of results of Grade 10, 11, 12 French Immersion students
on exams of French Immersion courses;
4. Administration interviews with French Immersion students and parents providing
anecdotal information about continuing interest in learning in French Immersion;
5. Year end summary report by school administrators.
F. PLANS TO SHARE FINDINGS, CONCLUSIONS AND PROMISING PRACTICES
(Describe the reports, materials, forms, formats, etc that will be used in or result from this project and how
you plan to make them available to others.)
The findings and successes of the expansions of French Immersion at the high school
level will be shared in a variety of ways including:
1. Posting of information about the project on the district website;
2. Sharing of information and processes used at regional and provincial French
language meetings;
3. Providing information and personnel as facilitators to the Edmonton Regional
Learning Consortium as teacher or administrator in-service or workshop
opportunities;
4. Sharing of publications, brochures with others;
5. Willingness to host visitors who wish to tour sites and speak directly with
teachers or administrators at schools involved in the project.
Submitted by _________________________________
Date: _____________
John H. Doi
Associate Superintendent – Education & Administration
Fort McMurray Public School District #2833
43
Appendix 3
Bilingual Certificate
Students enrolled in our French Immersion/Francophone program have a unique
opportunity to graduate with a Bilingual Certificate. Students may register in as many
French courses as are offered, however, a mandatory minimum of 10 credits is
required at the grade 10, 11 and 12 level of which 5 credits must be in French
Language Arts/Français and 5 credits must be in Etudes Sociales in order to obtain
a bilingual certificate.
Students who take a minimum of 30 credits by the end of grade 12 will receive a
Bilingual Certificate of Merit. Students who take 40 credits or more by the end of
grade 12 will receive a Bilingual Certificate of Excellence. The number of credits the
student has taken will appear on the certificate.
44
Appendix 4
Parent/Student Survey
December 2004
Dear Parents and Students:
The current Grade 9 French Immersion/Francophone Program is an innovative initiative
in its first year of implementation in Fort McMurray. The goal of this initiative is to
allow both French Immersion and Francophone students to graduate from Grade 12 with
a bilingual high school diploma while enjoying rich educational experiences and
opportunities.
In order to help us plan for the expansion of this program into Grades 10, 11 and 12, we
need to know how you, our students and parents, feel about the current program at the
Grade 9 level.
Once you have had the opportunity to review and discuss the survey questions, please
complete the survey and return it to your school. The information you provide will
remain confidential and will help us determine direction and decision making for the
coming years.
We thank you for taking the time to share your opinions, your experiences and your
insights and welcome your input as we plan for the future.
Yours truly,
Gary Kinnell, Principal – Westwood Community High School
Serge Jette, Vice Principal – Westwood Community High School
Éric LaRouche, Directeur - Centre Communautaire Scolaire Boréal
Encl:
RC: lro
45
Grade 9
French Immersion-Francophone Program
Parent Survey
December 2004
QUESTIONS
Very
Satisfied
Satisfied
Dissatisfied
1. How satisfied are you that your Grade 9 child will have the
opportunity to graduate with a bilingual high school
diploma?
2. How satisfied are you that your child’s peer social and
cultural experiences in French are contributing to his/her
education?
3. How satisfied are you with the course offerings in the
Grade 9 Program?
4. How satisfied are you with the transportation arrangements
between Westwood Community High School and Centre
Boreal.
5. How satisfied are you with the communication between
school and home about French Language programs and
information?
6. Overall, how satisfied are you that the Grade 9 French
Immersion/Francophone programs are meeting your
child’s educational needs.
COMMENTS:
46
Very
Dissatisfied
Appendix 5
2004/05 Parent and Student Satisfaction Survey of the 04/05 group.
80.00%
70.00%
Very satisfied
60.00%
50.00%
Satisfied
40.00%
30.00%
Dissatisfied
20.00%
Very dissatisfied
10.00%
0.00%
1
2
3
4
5
6
Comments from the Survey:
a. “French Immersion made grade 9 transition easier.” (Parent)
b. “My child has been very successful in the program; it would a waste not to
continue.” (Parent)
c. “Option of having all French courses taught at Westwood.” (Parent)
d. “Up to this point, we are satisfied with the program.” (Parent)
e. “I appreciate the email communication; it helps me know what my child is
learning.” (Parent)
f. “It’s a great opportunity for our children. I wish I had had this opportunity.”
(Parent)
g. “I would like more course offerings in French; there are no social/cultural
experiences in French.” (Parent)
h. “It is good, French is pretty fun.” (Student)
i. “There shouldn’t be Science in French, it’s not as fun.” (Student)
47
Appendix 6
FRENCH IMMERSION/FRANCOPHONE SURVEY
2004 – 2005
Dear Parents:
This is a survey to gain insight into the level of commitment and interest in continued
French Immersion/Francophone expansion at Westwood High School and École Boreal.
You and your family have shown a strong commitment to the French
Immersion/Francophone program for many years. This commitment is valued and
important. It is apparent that you value multi-culturalism, bilingualism and proficiency in
the French language.
We, at Westwood Community High School and École Boreal, wish to support your
commitment. We need information from you in order to best meet your needs.
It is important to note that this is merely the starting point. We are looking for your level
of interest.
In order to maintain and increase current levels of proficiency in the French language, we
are looking to the continued expansion of our French Immersion/Francophone program.
Currently, we offer French Language Arts/Français 9 & 10 and Etudes Sociales 9 & 10.
The courses offered and the credits earned would determine eligibility for a Bilingual
High School Diploma.
At this point, we can offer 4 courses per school year at two different campuses:
Westwood (FLA & E.S.) and École Boreal (Sciences & Math).
48
GRADE 9
1.
Please check off the courses you would be willing to commit to:
FLA 9____ ETUDES SOCIALES 9____ SCIENCE 9____MATH 9____
Even though you may have checked off four (4) courses, would you still commit to enrolling in our
program?
If four (4) of the above courses are offered?
Yes / No
If only FLA and Etudes Sociales are offered?
Yes / No
GRADE 10
2.
Please check off what you would be willing to commit to in grades 10 – 12.
FLA 10____ETUDES SOCIALES 10____ SCIENCE 10____
MATH 10 P & A____
As above, would you be willing to commit to enrolling in our program if:
Four (4) of the above courses are offered?
Yes / No
Only FLA and Etudes Sociales are offered?
Yes / No
GRADE 11
FLA 20____ETUDES SOCIALES 20____CARRIERE ET VIE 20 (CALM)____
MATH 20 P & A____BIOLOGIE 20____CHIMIE 20____ PHYSIQUE 20____
Would you continue in our French program if:
Four (4) of the above courses are offered?
Yes / No
Only FLA 20 and E.S. 20 are offered?
Yes/ No
49
GRADE 12
FLA 30_____ ETUDES SOCIALES 30______ MATH 30 P & A______
BIOLOGIE 30____ CHIMIE 30_____ PHYSIQUE 30_____
Would you be willing to complete our program if:
Four (4) of the above courses are offered?
Yes / No
Only FLA 30 and Etudes Sociales 30 are offered?
Yes / No
What would discourage you from committing to a full time (4 courses or more) French language program?
Do you have any further suggestions or comments?
What would discourage you from committing to a partial program (2 courses)?
We would like to thank you for participating in this survey. The information provided will be the next step
in the process of maintaining and building our French Immersion/Francophone program at the high school
level.
50
Appendix 7
FORT MCMURRAY PUBLIC SCHOOL DISTRICT #2833
FRENCH LANGUAGE ENHANCEMENT PROPOSAL
Meeting Minutes
Mon. Nov. 14, 2005
@ WW
**************
In attendance: Henri Lemire, Superintendant, Conseil Scolaire D Centre-Nord
No.2
Éric Larouche, Principal, Centre Communautaire Scolaire
Boréal
Connie Murphy, District Principal, Conseil Scolaire D CentreNord No.2
Gary Kinnell, Principal, Westwood
Serge Jette, Vice-Principal, Westwood
Ray Campbell, Curriculum Coordinator
John Doi, A-Superintendent-Ed & Admin
1. Introductions
2. Business arising from April 27, 2005 meeting
- Funding from AbEd for 2004-05; funding for 2005-06 - $10K was received last
April from AbEd for the 2004-05 school year; balance of $10K was to be
received this fall; no sign of yet; - no word as yet on funding for 2005-06 but
$20K is expected because project was for 3 years;
John to call Debbie Johnston to inquire re. funding. Application for
Program Expansion at Gr. 10 level – application has been sent to AbEd;
3. Updates on Course Offerings at each grade level; enrollments
SEM.1
SEM.2
- Grade 9
FLA9 20
ES9 18
Sc9
18 – 13 WW; 5 - CB Ma9 – 17
51
-
-
Grade 10
FLA10/20 14/16
ES 10
12
Sc 10 4 – 2 WW; 2 – CB
PMa10 6 + 3?
Grade 11
FLA 20 16 (in combined above)
CeV 20 20
(18WW + 2CB)
Discussion that early years of expansion will yield smaller numbers until
courses establish themselves and larger class sizes at Dickinsfield move into
high school;
Plan to CeV as an evening or Saturday course;
4. Issues
- Budget & $20K Grant
– discussion re. how much each school was contributing to staffing
– last year WW paid for .5 fte staffing and $20K grant covered
apprx. $13,000+ for resources (texts) and $5000 to CB for
transportation costs;
– This year, each school is paying apprx. .6 fte teacher costs;
– $20K AbEd Grant to be expended as follows:
$5000
Transportation costs to CB
1000
TOC costs ($500/school)
2000
PD ($1000/school)
6500
Text Resources (WW)
1500
Printing & Binding (WW)
1000
Admin (5%)
3000
Cultural events, field trips
$ 20,000
- Grant money is to go to WW which will route amounts
as per above to CB;
WW to transfer $6500 to CB from 2005-06 grant
money from AbEd.
-
CB students wishing to switch systems to attend WW full time
- WW hearing overtures some CB students wish to leave
CB and attend WW full time;
- Discussed ways to promote benefits of staying the
partnership course – both sides need to talk the same
about symbiotic relationship in the partnership –
encourage students/parents to support the building of
strong and sustained French language education in both
systems and in the community – schools might offer
opportunities for students to participate in cultural or
other language events at CB either periodically or
regularly –– WW planning curricular field trip to
France every second year;
Schools to look into other language or cultural
immersion events at CB &/or outside the community
52
such as Les Jeux Francophone in May in Edmonton,
French theatre at Kananaskis
- Discussed possibility into future of WW campus of CB;
5. Any Other Business (AOB)
- Summer School – French Immersion – Henri said there is little interest in his
jurisdiction;
- Public Service Commission of Canada French Language Proficiency Tests –
Edmonton ran as a pilot last year – favourable response – future possibility in
Fort McMurray;
- Band for CB students – offered in early morning – no participation because
students do not have music background ; choir is available after school;
- Need for French cultural experiences for WW students;
- Reciprocal aspects of the partnership should continue to be promoted with
students/parents;
- Future course offerings will likely increase CB teacher time to apprx. .8 fte;
- Discussed need for a formal partnership agreement – group felt that current
meeting arrangements focus on cooperation, collaboration, problem solving – 3year pilot is a work in progress and changes are happening each year – wait and
see how it unfolds before committing anything to paper;
Adjournment: 12:25 p.m.
53
Appendix 8
Grade 9 French Immersion student survey results: 05/06 group.
Note: Question # 4 had only four respondents. Question # 4 applied only to Centre Boreal
students.
Comments from the survey:
1. Many comments about our Humanities teacher in regards to her lack of
fluency, lack of involvement with students. (6 respondents)
2. Students are very pleased with our French Science/Math teacher.
3. There is a need for more resources.
4. Pleased with the program and hoping more science courses will be offered
in grades 11 and 12.
5. Student feels lucky to be able to graduate with a bilingual diploma.
6. Student likes the opportunity to take classes in French.
7. There is a need to have better communication between school and home
regarding the program.
8. Student feels there is a need for more reading and writing practice.
9. “This is an awesome opportunity.”
10. There is a need for extra-curricular activities in French. (2 respondents)
11. A concern about taking Science 10 in French and then switching to
English sciences in grade 11.
54
Grade 10 French Immersion student survey results: 04/05 group.
Note: Question # 4 had only one respondent. Question # 4 applied only to Centre Boreal
students.
Comments from the survey:
1. The French program enables students to take preferred options.
2. The program is liked – students are learning a lot. (3 respondents)
3. There is a need for more teachers, more fluent teachers, and easier going
teachers to make it more fun.
4. There is a need for a greater selection of course offerings.
55
05/06 Parent Satisfaction Survey: 04/05 and 05/06 groups.
Note: Question # 4 had a total of two respondents. Question # 4 applied only to Centre
Boreal parents.
Comments from the survey:
1. Happy that daughter has the opportunity to learn another language.
2. Happy about partnership with Centre Boréal.
3. There is a need for extra-curricular activities in French.
4. There is a need for tutorials with their own Math/Science teacher.
5. Very pleased with whole program. (2 respondents)
6. Delighted program is being expanded.
7. Full support of French Immersion program.
8. “Great opportunity to learn and maintain a second language.”
9. Concern with Humanities teacher and the delivery of the program. (2 respondents)
10. Very pleased with the Math/Science teacher.
11. “Important that son is able to graduate with a bilingual diploma.”
12. A need for more courses offered in French.
56