Bruce-Grey Catholic District School Board

Immersion is the most effective method known for learning a second language. Immersion provides more time working in a second language and more time results in more learning, especially at an age when a young child lacks self-consciousness, prejudice or other negative attitudes. Essentially, children will use the language as a vehicle of expression in other curriculum areas rather than learning about the language in isolation. Our aim is functional bilingualism. This means that at the end of their secondary studies, Immersion students can take further education in a French setting and receive training and employment in French, after some period of adjustment.

An earlier beginning in a language results in greater fluency. Research on learning French as a Second Language indicates that a child who enters a program at an early age can more easily acquire French language skills.

Studies of French Immersion programs in other areas show that pupils completing Immersion Kindergarten achieved results on readiness tests similar to those of pupils completing a regular English Kindergarten.

When the performance of Immersion Grade One students is compared to the performance of students in an English Grade One class, their English listening and speaking skills are the same, but their reading ability in English is lower, since the latter skill is not fully introduced until a later grade.At this later point, beginning in grade 4, the Immersion students quickly catch up to their English-educated counterparts. Studies of programs where English is introduced in Grade Four, show that the students' ability to master Grade Four English language skills is not adversely affected.

The following conclusions have been made in research studies:

The Immersion program leads to the development of French skills which are superior to those of students in other French language programs.
Students in this program quickly catch up to their English educated peers in English Reading skills when they are introduced to formal instruction in English Language Arts at the Grades Two, Three or Four levels.
The transfer of reading skills, developed in French, is readily achieved when English language arts is introduced

Language learners have to think on their feet. They learn, process and produce in such a regular and immediate way that they become efficient processors of information in all learning situations.

enjoy words and use them effectively
can see and create patterns and associations
can formulate and test hypothesis
make effective use of verbal and non-verbal communication strategies use clues to grasp the meaning of any situation; develop skills in analysis and application

Second language learning is training in adapting to the unfamiliar, in taking risks and in enjoying change. Research shows that second language learners understand the vital links between people, their language and their culture; have more positive attitudes toward people of diverse culture; are more likely to resist informal or institutional tendencies to stereotype any individual or group; have an enhanced understanding of global issues, including conflicts and potential resolutions

French Immersion FAQ

Do Children in French Immersion study the same Curriculum as students in English Classes?

Yes, the Curriculum must follow guidelines of the Ministry of Education. Teachers implement the new Ontario Curriculum in all subject areas with the same expectations for French Immersion students as they have for students in the English Classes.

Who should attend?

The French Immersion program is designed for everyone. However, it is important that the child not have any speech, hearing, or perceptual problems in order to have a successful experience in the program. In the best interests of the student, additional conditions for success include a maturity of his/her first language, especially in structure and vocabulary, as well as a good listening ability. If it is found that a child, for the above reasons, may not benefit from this program, parents will be counselled against placing the child in the program.

During much of the first year, in this type of program, most of the children will continue to speak English to each other and to their
teacher; whenever possible, the teacher will respond in French as a way of modelling communications for the students. However, after grade 1, students are expected use French as the primary language for communications in the classroom.

Entry Points

The Bruce-Grey Catholic District School Board has two entry points for pupils beginning a French Immersion Program. For students who enrol in the programme at Formosa, Port Elgin and Owen Sound, the entry point is at Grade 1. For pupils who attend school in Kincardine, the entry point is Kindergarten. Ministry of Education funding is based upon an average class size of 24.5 pupils in an elementary classroom; some additional funding to support French Immersion instruction makes an average class size of 22 students viable in French Immersion classes.

What areas of the curriculum are taught in French?

In Kindergarten through Grade 3, 75% of the curriculum will be taught in French in order to provide the maximum opportunity for expression and communication; those areas include French Language Arts, Social Studies, Science, Math and Music and Physical Education. The subjects to be taught during the time set aside for instruction in English will be Religious Education, an introduction to English literacy through the Jolly Phonics program and either Science or Social Studies.

In grades 4, 5 & 6, students continue to be taught in French for approximately 70% of the regular school day. Religious Education is taught in English and the formal teaching of English as a subject is introduced.

In grades 7 & 8, students are taught in French for approximately 50% of the regular school day. French Language Arts, History and Geography, and one other subject are usually taught in French; for the other half of the day, Religion, Mathematics and the balance of the other courses are taught in English. Every attempt is made to construct a timetable which will allow for the day to be divided into an English half and a French half.At the secondary level the following courses are offered to the students:a second language, not with Francophones. If a child is in need of extra help in French, the classroom teacher will provide assistance in consultation with the In-School Team.

Who teaches the program?

The Immersion teacher is bilingual, either because his/her first language is French or because he/she has acquired native-like fluency in French.But foremost, these teachers will be classroom teachers who have experience with children in the primary, junior, intermediate, and senior divisions. Immersion teachers should be viewed as French speakers by the children. Otherwise, they will not feel the need to communicate in French.

What type of accent will my child have?

Standard French vocabulary and structures are taught. Although a variety of accents exist in all languages, teachers will all speak Standard or International French. As they progress through several years of Immersion, children will be exposed to teachers from various parts of the world who are models of well-spoken French.

What if other children in the family are not in Immersion?

If the family recognizes that different programs are equally valid for each child then those problems should not be a major concern. Often, a younger child in Immersion stimulates an interest in French for the whole family.

Will French Immersion affect my child's social development?

Studies have shown that Immersion programs do not cause undue intellectual, emotional and social stress on children. While children in
Immersion might tend to associate more with Immersion classmates outside the classroom, this is typical of all children.

Does it matter if parents cannot speak French at home?

No! What is important is that parents should try to be positive at all times about the program, the teacher and school. Express any questions or concerns you might have to the teacher or principal. Do encourage your child to watch some French television. Don't attempt to correct your child if you are uncertain of the exact pronunciation. If your child is eager to speak French at home, encourage him/her but do not make it a chore.

What additional supports are available?

Students who may experience some difficulty with the curriculum will have the support of the In-School Team which meets with classroom teachers to plan strategies and provide resources to help students to succeed. Resource support, when required, is delivered in English; however, the In-School Team can recommend strategies for support which may be implemented by the classroom teacher in French. If it is judged that the needs of a student cannot be met in the French Immersion program, the principal will recommend to the parents that the child transfer to the English language program.

What about the EQAO assessments in Grades 3, 6 and 10?

Students in French Immersion are considered by the Ministry of Education to be English language students studying French as a second language. The students are required to write the EQAO assessments for grades 3, 6 and 10 in English. Our experience has been that the students usually do as well as, and sometimes better than, their peers in the English language program.

Where can you learn more?

If you would like to learn more about French Immersion, we invite you to call the school that your son or daughter would attend. The Principal will be pleased to answer your questions; in fact, you will probably be invited to visit the school and be offered the opportunity to visit some classes. Our schools are proud of the programs they offer and welcome the opportunity to not only talk to you about them but also to have you observe them.