ABOUT FRENCH PROGRAMS

Q: What are the options for students to learn French in BC?

In BC, there are several options for families seeking French language education for their child:

• For Francophone families, the Conseil Scolaire Francophone de la Colombie-Britannique offers a Francophone program. This public French education program is designed for students whose parents/guardians qualify based on Section 23 of the Canadian Charter of Rights and Freedoms.
• For students wanting to study French as a second language, there are four possible options, depending on where your child attends school (parents/guardians do not need to speak French):

Core French: French is the object of instruction. It is taught as a subject for about two to three blocks of instruction per week. This is by far the most common French as a second language program in the province, especially since all students in BC are required to study a second language from grades 5 to 8, as per the Language Education Policy. Most students start the program in Grade 5, and they may continue after Grade 8 by choosing French as an elective.

Intensive French: This is a relatively new French education program where half of the school year is dedicated to intensive French instruction (up to 75% of the day spent on learning French), and the other half is spent on the regular (compacted) curriculum. This program generally begins in Grade 6. In Grade 7, the students continue to develop their French through one hour a day of French language arts. In Grade 8, these students may continue studying French through a higher grade of Core French or join a French Immersion program.

Early French Immersion: French is the language of instruction, with an “immersion” experience of 100% instruction in French from Kindergarten to Grade 3 or 4, with English-language instruction added gradually after that. In the secondary program, courses in French gradually decrease to the point where most courses are in English. The program begins in Kindergarten and finishes in Grade 12.

Late French Immersion: French is the language of instruction and begins in Grade 6 at 100% in French. In Grade 7, the time in French reduces to 80% with 20% in English. In Grades 8-12, the Late Immersion students join the Early Immersion students where they study together all the way through Grade 12.

Q: Will a student in a French program learn similar things as students in the English program?

Yes. All programs, regardless of the language of instruction, must follow BC’s provincial curriculum. The curriculum for each subject area is available in both English and French at www.curriculum.gov.bc.ca. Materials in French cover the same content and target the same academic and social goals as English materials. Research and Ministry data indicate that French Immersion and Francophone students tend to perform on provincial assessments at least as well as students in other education programs.

Q. What will happen to a student’s English language skills if all the instruction is in French at school?

Research has shown that there is no negative impact on students' English language skills as a result of being in a French education program. In fact, most studies have shown that learning other languages enhances the development of first language skills.

As they begin to learn to write, French Immersion students may have some confusion over English spelling, but this generally disappears by the time a student is in the intermediate grades.

Q. What will happen if we move to another province/territory?

Most provinces/territories offer Core French, French Immersion, and a Francophone Program. Contact the local School Board or the Ministry of Education of the specific province/territory to inquire about which French programs are available.

Conseil Scolaire Francophone de la Colombie-Britannique publishes a list of Francophone programs and schools across Canada, and Canadian Parents for French publish lists of French as a second language programs across the country.

Q. Do Francophone and French Immersion students take provincial exams?

Francophone and French Immersion students participate in the same assessments as students in the English program, but in addition, they are required to take a provincial assessment in French at the graduation level to demonstrate their proficiency in French.

Q: Is it necessary for a student to know any French before enrolling in a French as a second language program?

Students are not required to have any background in French prior to entering either the Early Immersion, Late Immersion, Intensive or Core French programs. These programs are designed for children of non-French speaking families. Teachers are aware of this and communicate with parents/guardians in English.

Q. How does a teacher communicate with students in the early months of French Immersion?

French Immersion programs have been established in Canada since the 1970s. As such, educators in these programs have developed very efficient teaching approaches to support second language acquisition from a young age. Early French Immersion teachers tend to use visual aids, gestures, songs, rhymes, slower speech and modelling, among other things, to support learning of French.

Q. When can a child enter French Immersion?

Many districts in BC offer an Early French Immersion Program that allows students to enter in Kindergarten or Grade 1, if space is available. Please note that seats tend to fill quickly, and that school districts have the authority to determine registration methods for French Immersion. As such, registration requirements and methods vary from one district to another.

Some school districts offer a Late French Immersion Program. This program begins in Grade 6, and registration occurs during the year the child is in Grade 5.

FOR FAMILIES

Q. What are the benefits of learning French?

Research shows that bilingual individuals have enhanced problem-solving skills, as well as greater cognitive flexibility, creativity, and concept formation. Bilingualism also enhances one’s sensitivity and appreciation of other cultures.

Learning French opens doors for employment, travel, and leisure pursuits around the world.

Learning French as a first language in BC

Through the Francophone Program, Francophone students have access to education in French in a Francophone environment. They can learn French Language Arts and English Language Arts from the elementary level all the way to Grade 12, and graduate with two certificates: one in French, and the other in English, to attest to their bilingual proficiency. In this Program, students develop their personal identity as a francophone or multilingual individual, and increase their educational and career opportunities through bilingualism.

Learning French as a second language in BC

Students in French as a second language program develop cognitive skills while strengthening communication competencies in their first language. By learning French, they develop self-confidence and social competencies as well as an awareness of other people and cultures. They increase their educational and career opportunities, and learning other languages tends to become easier for them.

Q: Are there apps or websites recommended to help my child learn French?

The internet offers lots of options to support French language learning and help discover Francophone cultures. Technology gives children different ways to show their learning and engage their creativity. Various apps and websites give students opportunities to practice their French vocabulary and understand the language. Students can view online examples of Francophone culture through music, art, and drama.

Talk to your school or your local parent/guardian association (Canadian Parents for French or Fédération des parents francophones de Colombie-Britannique) to get ideas for resources to support your child.

Q: What can I do to help my child if I don’t speak French?

It is helpful, but not necessary, for parents/guardians to speak French. In French as a second language program, communication between home and school is done in English through newsletters, calendars, report cards and conferences. Many parents/guardians of French as a second language students do not speak French. If you don’t speak French, you can still do a lot to support your child. Here's how:

• Talk with your child in your home language, as research shows that literacy skills transfer between languages.
• Read with your child and concentrate on enriching your child's first language by talking about the story together. The literacy skills you share in any language will transfer over to French. When your child brings French books to read to you, ask what the book is about, talk about the pictures, make predictions and ask questions. Use websites to listen to French stories, songs, and words.
• Review the curriculum in English, and work on key concepts with your child in English. Help with most concepts can be given regardless of language.
• Use technology.
• Show commitment to your child’s education by demonstrating an interest in French language and cultures (i.e. ask your child to teach you some French words).
• Keep a positive attitude about learning.
• Celebrate successes.
• Talk to the school to inquire about resources and other ways you could help.
• Connect with a Parent/Guardian Organization such as the local chapter of Canadian Parents for French or Fédération des parents francophones de Colombie-Britannique for ideas and parent/guardian support.

Q. Should we stop speaking our First Language at home?

No. Literacy skills are transferable from one language to another. For example, as children learn how to ask questions or paraphrase in their first language, they develop communication strategies that they will be able to use in other languages. So make sure to continue to talk to your child and read books with them in your first language, as this will support their understanding in additional languages.

Q. How will I know if a French education program is right for my child?

Remember that each child is unique and learns at a different pace and in different ways. Give your child time in the program, and engage with teachers and the school team if you have any questions or concerns.

Q. What if we decide our child should leave and go to an English program?

Generally, when students face learning difficulties in French Programs, they would likely be facing the same difficulties in an English program. The learning difficulty is very rarely connected to French language specifically.

If, after careful consideration of all relevant factors, parents/guardians, school staff, and the student conclude that the student should attend a different program, it is important to ensure a smooth transition from one school to the next. Generally, it is good practice to gather all the relevant documents including report cards, work samples, Individual Education Plans, and medical history to outline the student’s needs so that support can be put in place to ensure the student’s success in the new program.

Q: Who can I talk to when I have concerns?

If you have concerns, it is usually best to start by talking to your child. From there, you can have a conversation with the teacher(s), or discuss it with a school administrator if needed. You can also reach out to parent/guardian associations such as Canadian Parents for French or Fédération des parents francophones de Colombie-Britannique to seek some support.

Q: How can I be more involved in my child’s education?

Contact the teacher(s) associated with your child prior to or at the beginning of September to touch base and open the lines of communication. If your child is transitioning between schools, make sure to attend any welcome meetings and connect with the appropriate staff. Following the meeting, contact them in a timely manner by phone or email with your appreciation, as well as any questions or concerns, to ensure that they have your contact information and are aware of your interest. Take a proactive approach by connecting with your child’s teacher on a regular basis about what’s working well, and what you can do to support your child at home. Open the conversation to any recommendations that they may have, as well as asking questions.

You will find on this website a list of conversation starters Listen to help you engage in conversation with the school staff.

SUPPORTS IN FRENCH PROGRAMS

Q. Can a student studying French as a second language get speech and language services?

If a student is having difficulty with articulation or language processing for reasons other than second language learning, they may need the services of a Speech and Language Pathologist. The allocation of such services is decided through the school-based team . Talk to your school to get more information about accessing these services.

Q. Are Learning Resource and English Language Learner (ELL) services available to students studying in a French education program?

Yes. Learning Resource and ELL services are available for students in French education programs. The allocation of services is generally decided through the School Based Team. Talk to your school to get more information about accessing these services.

Q. Can English language learners study French Immersion or Core French?

English Language Learners should be able to access French as a second language programs if they have an interest in learning French, just like any other student in our education system. Because of their communication competencies in more than one language, English Language Learners are often successful in learning a third language. Their success in French or any second language program may be helpful in building their self-esteem.

Q: What support and services are available to a child who has learning difficulties?

A child may experience learning difficulties at school, and in French programs, for any number of reasons. Initially, the classroom teacher provides additional assistance for students. If further support is needed, a meeting is usually arranged between the school and the family to develop a support plan together.

In-class support may include:

• support staff
• extended time to complete assignments
• assistive technology (computers, text to speech software, etc.)
• specialized equipment (wiggle seat, pencil grips, etc.)

Outside the classroom, services can include:

• occupational therapy
• counselling
• school-based team
• support to develop reading or study skills (Learning Assistance classroom)
• speech language pathologists
• district support personnel
• Provincial Resource Programs

At home, you can provide praise and support and contact the teacher if you notice a problem. You and your child's teacher should work together as a team that is committed to your child's progress. Communication is key to build and maintain that relationship.

Q: HOW CAN THE SCHOOL TEAM PROVIDE THE ADAPTATIONS AND/OR MODIFICATIONS NECESSARY TO SUPPORT STUDENT LEARNING?

Student services will often assess the current competency level of a student to determine areas of strength and growth. From there, recommendations and on-site support for increased skill development and effective strategies use are provided. Student services will talk to you about how you can collaborate with classroom teachers as well as make adaptations and/ modification for your student.

At times an Individual Education Plan (IEP) will be put in place by a school based team (parent(s)/guardian(s), teacher(s), staff specialists and sometimes the student). The IEP will reflect the personal learning needs of the student and identify specific modifications or adaptations required for the student to achieve the learning standards. The IEP is to be reviewed annually and revised or cancelled.