Fr ench
Im m er sion
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French
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Immmerersion?
sion?
French Immersion takes place in a SD #73 School of Choice. Students
in French Immersion follow the British Columbia Ministry of Education
curriculum; it is an authorized alternative program.
Instruction is in French at the elementary level with the exception of
English Language Arts beginning in Grade 3. Teachers and students
focus on French language development through the different subject
areas. French Immersion programs have been developed throughout
Canada for anglophone students or students who speak other
languages at home.
Students become functionally bilingual in French by the end of
secondary school. Over the long term, this can be done without loss in
other subject areas or in personal and social growth. In fact, both
languages help the student develop better skills in all of these areas.
In the Kamloops/Thompson School District, where French Immersion
classes began in September 1979, we provide early immersion which
begins in Kindergarten or grade 1 and continues successfully
throughout the years of the program to grade 12 graduation.
The Benefits of Fr ench Im m er sion
W h at w e k n ow abou t l ear n i n g i n Fr en ch I m m er si on :
- Learning a second language is an advant age t o all lear ner s,
regardless of their learning strengths and weaknesses.1,2,3*
- Learning a second language should not be limited to our highest
achieving learners, ever yone can benef it . 1,2,3,4,5,6
- Learning a second language im pr oves a st udent ?s skills in t heir
f ir st language and improves learning in all areas.2,4,5,6
- In general, students who are enrolled in French Immersion will
be reading and writing as well in English as their English program
friends by grade 5 or sooner.1,5 The results from the Foundation
Skills Assessment in School District #73 are consistent with this
research.7
- Early reading and writing skills t ransf er between the French and
English languages.1,8,9,10,11
- Students who have delayed language and/or literacy skills will
achieve at the same level whether attending French Immersion
or an English program.1,2,6,12
- Almost 70% of Canadians feel bilingualism im pr oves
em ploym ent and business opportunities.13
* See r esear ch r efer ences on the back page
2
3
How w ill childr en pr ogr ess in
W hat Fr
isench
Fr ench
Im m er sion?
Im m er sion?
French Immersion
students receive their
instruction in French
from Kindergarten to
the end of Grade 2.
As it is recognized that
the development of a
French-only
environment is a
two-year process,
Kindergarten and
Grade 1 students and
teachers are able to
use English when
necessary, responding
to the personal or
safety needs of
students.
By t he end of
Kindergart en, children
should understand
many common phrases
and words relating to
the events that take
place in class. Children
will be speaking some
French spontaneously
by the end of
Kindergarten. Many
children will be
starting to use key
phrases such as ??Est-ce
que je peux aller
boire???(May I get a
drink?) or ??J?ai besoin
d?un crayon.??(I need a
pencil.) Children may
be using some
English
4
2
words in the French
sentences; a child may
4
say ??J?ai une pomme (I
have an apple) for
snack today.??
By t he end of Grade 1,
children should be
able to express and
describe much of what
they are doing orally in
French. Reading and
writing skills in French
are developing, though
not quite as rapidly of
those of children in the
English program.
French Immersion
students will need to
spend time developing
their understanding of
French and increasing
their vocabulary.
By t he end of Grade 2,
children should be
expressing themselves
quite fluently in
French. Children
should be able to read
short simple texts and
find specific
predictable
information in simple
material and be able to
express simple ideas in
written French.
In Grade 3, children
will be comfortable
using the basic
components of
communication in
French: speaking,
listening, reading and
writing. Students will
begin English
Language Arts and they
normally progress
quickly due to transfer
of literacy skills from
French to English,
catching up by the end
of Grade 4 or 5.
By t he end of Grade 5,
children should have
the basic
ommunication skills to
enable them to
function in French.
Greater fluency in
authentic, spontaneous
interaction is achieved
throughout the K-12
French Immersion
Program.
By t he end of Grade
12, most students will
graduate with a Double
Dogwood Graduation
Certificate. They are
able to successfully
complete the B2 DELF
exam, an
internationally
recognized assessment
of French proficiency.
CEFR: I Can Statem ents
CEFR stands for the Common European
Framework of Reference for Languages.
It is used to determine levels of second
language competency in many different
languages worldwide. These levels begin
with the basic introductory level of A1
and move through a continuum to a
mastery level of C2. We expect most
students graduating from French
immersion at the grade 12 level to reach
the B2 level which is usually considered
sufficient for entry into Francophone
colleges and universities. For more
information please visit
http://www.coe.int/t/dg4/linguistic/
Source/Framework_EN.pdf
A1 - I can:
-
understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type.
introduce myself and others and can ask and answer questions about personal details such
as where I live, people I know and things I have.
interact in a simple way provided the other person talks slowly and clearly and is prepared
to help.
A2 - I can:
-
understand sentences and frequently used expressions related to areas of most
immediate relevance (eg. very basic personal and family information, shopping, local
geography, employment).
communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters.
describe in simple terms aspects of my background, immediate environment and matters
in areas of immediate need.
-
B1 - I can:
-
understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc.
deal with most situations likely to arise whilst travelling in an area where the language is
spoken.
produce simple connected text on topics which are familiar or of personal interest.
describe experiences and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.
B2 - I can:
-
understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in my field of specialization.
interact with a degree of fluency and spontaneity that makes regular interaction with native
speakers quite possible without strain for either party.
produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical
issue giving the advantages and disadvantages of various options.
5
How
dois
schools
suppor
t childr
en?
W hat
Fr ench
Im m
er sion?
Academ ic (Lit eracy and
Num eracy):
- whole-group second language
learning
- small group specific instruction
- partner or one-to-one activities
(ex. big buddies)
- on-going assessment and progress
monitoring
- referral to Learning Assistance
Resource Teacher when needed*
- Consultation and support from
school district staff when needed*
How can non-Fr ench speaking
par ents help their childr en?
Social & Em ot ional:
- visual schedules
- organized learning environment
- positive relationship building
opportunities with teacher and
peers
- social skills groups*
- First Nations and school district
counsellors*
Academ ic - Lit eracy:
Social & Em ot ional:
- have the child?s vision and hearing
tested
- read to the child in their home
language and in French if you are able
to do so
- make learning fun and a natural part
of family life
- play letter recognition games/words
- have siblings read with each other
- sing songs and rhymes
- model reading in front of children
- go to the public library - there is also a
French section
- create a shopping list together and
then have your child read it back to
you in the store
- read websites together - perhaps for a
recipe or even the movie listings
- provide a regular sleep schedule and healthy
foods
- use a family calendar to help with
anticipating upcoming events
- yoga, outside activities for calming down
- play dates with peers
- celebrate success
- role-play and practice various social
situations - ex. asking if you can play too
- model work ethic by working alongside your
child
- have child help make decisions about what to
pack for a healthy lunch
- teach independence - ex. opening containers,
tying shoes, setting the table
- talk to the teacher about concerns
- talk to a family doctor
Academ ic - Num eracy:
-
Com m unicat ion:
Physical:
-
daily physical activity and recess
movement and sensory breaks
school clubs and teams
fine motor activity centres
gym class (adaptations* )
tools to support self-regulation*
referral to an Occupational
Therapist or Physical Therapist*
- opportunities to learn and
have fun in French
- additional French oral and
cultural experiences
- regular verification of
understanding
- small group instruction and
CEA support*
- referral to a Speech
Language Pathologist*
- adaptive technologies*
* As determined through School Based Team meeting process, in consultation with parents.
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play card games
go grocery shopping or play store
create family themed word problems
electronic math games
do home calendar and
time/scheduling activities
- give guidance but not answers
- sorting activities - toys, laundry
- ask questions about numbers - ex
"What will happen if I cut the apple
once twice, three or four times?"
Com m unicat ion:
- use a wide variety of words and proper
terminology
- family meal discussion and sharing time
- read to their child and discuss what is
read
- play board games
- encourage children to order or ask for
items in a restaurant
- talk and listen to their child to help
develop a rich vocabulary
- ask open-ended questions -ex. "What
do you think would happen if ...?" "What
do you notice about ...?"
Physical:
- PLAY
- take children to the doctor for
regular check-ups
- participate in local sports (soccer,
gymnastics, swimming, baseball)
- encourage fine motor activities
(Lego, colouring, copying words,
writing names, play dough, using
scissors for cutting paper, kitchen
chores, lacing)
- go to the park (climb on monkey
bars, swing, run, jump, slide, build)
- be active as a family (hike, fish,
swim, cycle, explore)
- regular sleep schedule and healthy
foods
- limit screen time for all family
members
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Fr equently asked questions about
W hat is
Fr ench Im m er sion?
Fr ench Im m er sion
French Immersion is a second language
program which provides an environment
where the language is spoken, valued
and celebrated.
In French Immersion, a student will have
over 6,500 hours of instruction in French
in Elementary School and about 2,000
hours in Secondary. The Immersion
Program is designed to produce students
who are functionally bilingual in both
languages.
Will being in Fr ench I m m er sion af f ect
m y child?s English language skills?
The government of Alberta's booklet
Yes, You can Help! Information and
Inspiration for French Immersion
Parents, concludes the following:
The results of 45 years of studies
undertaken across Canada are clear
and consistent: early total immersion
students tend to lag behind
English-program students in the more
technical aspects of the language (e.g.,
capitalization and spelling) only until
they have had a year or two of English
language arts. By Grade 5 or 6 (even if
this subject has not been introduced
until Grade 3 or 4), they perform as
well as their English-program peers
(p. 20).14
In BC, provincial FSA testing shows that
by Grade 4, French immersion students
do at least as well as their English peers
who have been only learning in English
since Kindergarten.
Will m y child be bilingual?
Your child will be capable in two
languages. Author André A. Obadia sums
it up:
?In French, their reading and listening
skills are close to those of native
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French speakers. Their productive
skills, such as speaking and writing,
although not at par with those of
native speakers, allow them
nonetheless to carry out normal
conversations. They are generally
self-confident when they speak
French?.15
What will happen if m y child st r uggles
in I m m er sion?
Almost all children are able to be
successful in French Immersion. School
District No. 73 has developed a process
to help students if they are encountering
challenges in French Immersion.
How will m y child com m unicat e wit h
and under st and t he t eacher ?
Your child will communicate in English
until he/she has the language skills
necessary to self-express in French. As in
learning a first language, understanding
French will come much earlier than
being able to speak it.
What kind of Fr ench will m y child
lear n?
Accents may vary from region to region,
as they do in English. Your child will
speak standard French in a French
Immersion class.
Fr equently asked questions about
Fr ench Im m er sion
Will m y child be lear ning t he sam e
t hings as in an English class?
Yes, the curriculum (plan for what will
be taught at what grade level) for French
Immersion has the same expected
learning outcomes as the English
curriculum. In addition, through the
curriculum, students acquire French
language skills.
I s Fr ench I m m er sion appr opr iat e f or
all childr en?
French Immersion is a broad-based
program appropriate for all. A child will
do as well in French Immersion as
he/she would do in an English program.
Parents need to support their children
and have a positive attitude towards
whichever program they choose for
their child. Research continues to show
that learning in a bilingual setting has
more advantages than disadvantages.
Students have all to gain and nothing to
lose.
I don?t speak Fr ench. Will t his be a
pr oblem ? How will I help wit h
hom ewor k?
If your child brings work home, he/she
should be able to it independently. If it
is home reading or practicing math,
parents may even learn a little French.
Your child's teacher can give you ideas
on how you can help your child with
homework. Also, see the Canadian
Parents for French website
(www.cpf.ca), your school?s website and
the classroom teacher ?s blog (if
available).
informal communications, including:
· interim reports;
· emails;
· phone calls;
· notes in your child?s agenda; and
· meetings.
How will I com m unicat e wit h m y
child?s t eacher ?
Most French Immersion teachers speak
English.
Should I r ead wit h m y child in our
hom e language?
YES!
The shared experience of reading with
your child is particularly valuable in
shaping an interest in reading.
Some children, on their own, do learn to
read in English. All children certainly
begin to do so during the first term of
Grade 3.
Can I t ransf er m y child int o a Fr ench
I m m er sion pr ogram at t he beginning
of Grade 1?
Yes, entry in the French Immersion
program is possible in Kindergarten and
Grade 1. Students may transfer from a
similar French Immersion program at
other grades.
How will I know how m y child is
doing?
Through formal report cards and
9
Useful
Resour
ces - Im
Oppor
W
hat is
Fr ench
m ertunities
sion?
See SD# 73 Language Coor dinat or webpage
Canadian Par ent s f or Fr ench f or cur r ent r esour ces and links.
see website www.cpf.ca
www3.sd73.bc.ca/ educat ion/ cont ent / secondDELF exam - a test of french
languages
ability offered in our district and
Quizlet - an on-line FREE program (can be used recognized internationally
on portable devices). Many pre-made activities
Many Fr ench I m m er sion Specif ic
and you can search by theme.
Post -Secondar y Scholar ships are
quizlet.com
available - see school counsellor
Duo-lingo - Free language learning app
www.duolingo.com
Khan Academ y - FREE subject support and you
can choose the topic and the language.
www.khanacademy.org
FSL Hom ewor k Toolbox www.fslhomeworktoolbox.ca/index.php
BBC Pr im ar y Languages Fr ench www.bbc.co.uk/schools/primarylanguages/
french/
Magic Tr eehouse books - can read the same
book in French and in English!
Wor dRef er ence.com - online French/English
dictionary
www.wordreference.com
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TFO - Fr ench f or kids http://www5.tfo.org/french-forkids/
YouTube Sylvia Duckworth channel
Club-Tralalere channel
iPad Apps - Sylvia Duckworth blog
mmeduckworth.blogspot.ca
Bon Pat r on - French grammar
checker bonpatron.com/en
W hat is Canadian Par ents for
Fr ench?
Canadian Parents for French is a registered charity, composed primarily of
English-speaking members, promoting the value of French as an important
part of Canadian culture. CPF acts as an information sharing resource for
parents, educators, government, the media and the general public
regarding French programs, events, concerns, research and provides ideas
and suggestions for working with children as they prepare for school.
As well, CPF acts as an advocate to create and promote opportunities for
young Canadians to learn and use French as a second language. CPF has a
number of publications, videos and informative pamphlets on the subject
of French Immersion. One such publication is Yes, Your Can Help!
Information and Inspiration for French Immersion Parents. This is an
excellent resource for parents that addresses many questions and
concerns, covering diverse topics such as why learn French to how to help
with homework.
Canadian Par ent s f or Fr ench www.cpf .ca
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Welcom e to the w onder ful w or ld
W hat of
is la
Frfrench
Im m er sion?
ancophonie!
Research Ref erences
1 Genesee, F., &
Jared, D. (2008). Literacy Development in Early French Immersion Programs. Canadian Psychology, 49(2),
140-147.
2 Bourgoin, R. (2014).
Inclusionary Practices in French Immersion: A Need to Link Research to Practice. Canadian Journal for New
Scholars in Education, 5(1).
3 Genesee, F. (2007).
French Immersion and At-Risk Students: A Review of Research Evidence. The Canadian Modern Language
Review, 63(5), 655-688.
4 Manitoba Education
Citizenship and Youth. (2007). French Immersion in Manitoba: A Handbook for School Leaders. Winnipeg,
MB.
5 Cummins, J. (1998). Immersion
education for the millennium: What have we learned from 30 years of research on second
language immersion? In M. R. Childs & R. M. Bostwick (Eds.) Learning through two languages: Research and practice. Second
Katoh Gakuen International Symposium on Immersion and Bilingual Education. (pp. 34-47). Katoh Gakuen, Japan.
6 Canadian
7 For
Parents for French. (2012). The State of French Second Language Education in Canada Executive Summary. Canada.
further information please see the BC Ministry of Education Website at www.bced.gov.bc.ca/ assessment/ fsa/ results/
8 Erdos, C., Genesee, F., Savage, R., &
Haigh, C.A. (2010). Individual Differences in Second Language Reading Outcomes.
International Journal of Bilingualism, 15(1), 3-25.
9 Haigh, C.A., Savage, R., Erdos, C., &
Genesee, F. (2011). The Role of Phoneme and Onset-Rime Awareness in Second Language
Reading Acquisition. Journal of Research in Reading, 34(1), 94-113.
10 Deacon, S.H., Wade-Woolley, L., &
Kirby, J.R. (2009). Flexibility in Young Second Language Learners: Examining the Language
Specificity of Orthographic Processing. The Journal of Research in Reading, 32(2), 215-229.
11 Comeau, L., Cormier, P., Grandmaison, E., &
Lacroix, D. (1999). A Longitudinal Study of Phonological Processing Skills in
Children Learning to Read a Second Language. Journal of Educational Psychology, 91(1), 29-43.
12
Genessee, F. (2007). The Suitability of French Immersion for Student Who are At-Risk: A Review of the Research Evidence.
The Canadian Modern Language Review, 63(5), 655-688.
13 Herry-Saint-Onge, V.
(2015). Bilingual Benefits: Is it Worth the Trouble of Learning French Anymore? Canadian Parents for
French, 2(2), 5-7.
14 Government
of Alberta. Alberta Education. French Language Education Services. Yes You Can Help!: Information and
Inspiration for Parents of French Immersion Students. http:/ / education.alberta.ca/ francais/ parents/ youcanhelp.aspx
15 Obadia, A. (1995). Thirty
years of French immersion programs in Canada. Are they adding value to children?s education?
Journal de l?immersion Journal, 18 (3), 6-9.
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