Early French Immersion

This brief explanation of early French Immersion at Ecole Van Belleghem is intended to answer some of the questions which parents may have on enrolling a child in this program for the first time.

The term “immersion” refers to a classroom situation in which the language of instruction is not the student’s first language. The first class of French immersion was implemented in 1977, at the urging of English speaking parents who wanted their children to be bilingual. From the beginning, the progress of students was very carefully studied. There are now French immersion programs in all the Canadian provinces. Most of these programs have also been carefully examined. The research data from the other provinces confirm what was found in St. Boniface and Manitoba.

Early Immersion Program

In our French immersion schools, kindergarten and grade one are taught completely in French. Although the teacher speaks to the children only in French, the children usually continue to communicate in English, especially amongst themselves. As the kindergarten year progresses, students acquire an extensive listening vocabulary in French and begin to use single words or short sentences. They are able to follow the teacher’s instructions and understand simple stories. In grade one, reading, mathematics and all other subjects are taught in French. The children’s abilities to understand, to speak, to read and to write in French continue to improve.

In grade two, English Language Arts is introduced for 60 minutes a day. Care is taken so that children will not be confused by learning two different reading systems at once. Emphasis is given to fostering an interest in books, and an appreciation of fine children’s literature in English. Students are encouraged to write their own stories from the beginning, with stress on ideas rather than on perfect spelling. Correct spelling is a goal which will be attained through much practice in writing during the course of their years at school.

Research Results

Research studies show that children in immersion programs develop far greater French skills than children in traditional French second language courses. Some do fall behind in English Language Arts during grade one, but by the end of grade three, the average child will have caught up with children in regular English schools. As they progress, students in immersion do as well in tests in mathematics and other subjects as children who are taught in English when these tests are administered in either language.

Researchers have found that immersion children show no signs of falling behind intellectually. They score as well or better than children in unilingual English programs when they are tested on provincial exams.

In comparing immersion students with French-speaking students attending French schools, it has been found that immersion students are slower in developing complex vocabulary and correct language structures but their reading and comprehension skills compare quite favorably with francophone students of the same age.

At the primary level, immersion children tend to “invent” ways of speaking which are not proper French. This probably because they want to express ideas before they have acquired the correct French language structures. Their skills will naturally improve as they progress from year to year.

Parents’ Role

Parents quite often feel some anxiety about having their child educated in a language which they do not speak themselves. They may worry about not being able to help with homework, or about not understanding their child’s difficulties. However, immersion teachers and the school principal are always willing to talk to parents. They know that the children come from unilingual homes and consider this in assigning homework.

When a child is entering an immersion class for the first time, parents should reassure him/her that it is all right to speak to the teacher in English, especially in an emergency. Beginning school is stressful for some children. They need the calm support of parents while adjusting to this new situation. A phone call to the principal and/or the teacher to let the school know the child’s reactions often helps to sort out minor difficulties.

It is important to realize that immersion provides a scholastic experience in French. To attain a higher level of bilingualism parents should look for French language experiences outside of school. French television, sports activities, Cubs or Brownies, films and summer camp are among the many possibilities.

Research shows three ways that parents can prepare their children to succeed at school. They are: read to your child, answer your child’s questions about language, and enjoy talking with your child.

Reading aloud in English every day from good children’s books is very important. It creates an interest in books, it enlarges your child’s English vocabulary and it broadens his/her experience. Fathers as well as mothers should read to their children, so they will know that reading is for boys too. Your local library has children’s picture books which you can borrow. You can take out books in French as well as English, but it is better not to read French aloud unless you speak it well. (Talk about the pictures as well as the story). If your child asks questions about writing, or wants to know what words say, do answer.

Visit the zoo, the shopping centre, sports events, watching television, helping with cooking and family chores provide occasions for talking together.