Fr ench Im m er sion On y va! Let 's Go Rem em b e able to s r th at bein g p lan gu age eak a secon d ca m an y pla n take you so ces, wh e th er it is ar ou n d th ah ead in e wor ld or m y car e er .

I li ke Fr en Im m er s ch ion becau s e it is FUN!

Parent Handbook

is it si on m er ecau se e m I b m h s c e Fr en n t t o m d sh ow e an or t a o. i m p h al l en g I can d c t a is a wh

W hatisisFr French ench Im W hat 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

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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.

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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 7

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 8

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

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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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