Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

The Achievement of Students from French Immersion Schools in

Ontario: The Voices of Former Students

Eva Yu-Ti Huang

#260574607
EDEM 690
Instructor: Tahiya Mahbub
McGill University

Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

Table of Contents
Introduction .. 3
Statement of Problem.

Research Questions & Study Purpose..

Rationale/Situating Self..

Literature Review

Bilingualism in Canada.

French immersion programs in Canada . 10

The academic performance of students in French immersion schools in Canada. 12
The academic performance of students in French immersion schools in Ontario 13
The achievement of students from French immersion schools in Ontario
- The voices of former students 14
Conclusion. . 15

Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

Introduction
In order to promote learning Canadas two official languages, Canada started
second language education programs in 1965 (Genesee, 2007). The Quebec community
of St. Lambert, first started French immersion programs in public schools in order to
provide Anglophone children the opportunity of becoming bilingual in English and
French. Different subjects were taught in French by native French-speaking teachers
with the purpose of immersing students in a French school environment. Now, there are
many French immersion schools of different types in most of Canada. After years of
French immersion programs, fewer than 10 % of Anglophones speak French while more
than 40% of Francophones speak English (Statistics Canada, 2001 Census). The benefits
of being bilingual have thus been listed (Canadian Council on Learning, 2007) in order to
encourage more parents to put their children in immersion programs. Different
evaluations of immersion programs have been conducted (Turnbull et al, 2001; Genesee,
1987; Statistics Canada Catalogue no. 81-003-XIE). Many positive results have been
found based on childrens academic performance and points of view of scholars,
educators and policy makers.
With the endorsement of research studies and government statistic numbers,
many parents are eager to put their children into French immersion schools nowadays
(Crandall, 2014). However, the thoughts and experiences of the former students of
these French immersion schools should also be considered and listened to as well. The
accomplishment of education programs cannot only be evaluated by students academic

Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

performance, but also the students psychological well-being and also future success in
different parts of their lives.

Statement of Problem
The association between language and power draws childrens attention in their
daily school life (Derman-Sparks et al., 1989). When their first language is not
encouraged in their school life and the immersing language was spoken by the most
powerful figures at school, teachers, how the children will position themselves and their
cultural background flag a big issue. My first language was Taiwanese and I went to a
Chinese immersion school. Taiwanese was not allowed at school and for a big part of my
life, I thought Chinese was superior to Taiwanese. Taiwanese was only spoken by
uneducated people. Although I did very well at school and was one of the top students
at school, I felt that part of my life was missing. I didnt know how to express myself well
in Taiwanese in a school context. Many Anglophones who have been to French
immersion schools express the same thoughtsit is hard not to go Franglais (Franais
+ Anglais) while talking about Canadian history. This kind of information cannot be
found on government annual education reports or some current studies.

Research Questions & Study Purpose

All these issues above make me curious about how these students would
evaluate their long-term school years learning in French immersion programs? Since
Ontario is just next to this French-speaking province, Quebec, with the bilingual Federal

Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

government promoting bilingualism, I would like to know more about the results of
French immersion programs in Ontario. Thus, my research question arises:
How do the former students in Ontario evaluate their life achievements and
accomplishments after years of being in French immersion schools?
Are they really fluent in their own first language and their immersion language? Have
these immersion schools reached the goals that they were designed to achieve? Does
attending immersion schools help the students gain a better future? I would like to
know: 1) what they, the former students, think of being in immersion schools when they
look back 2) whether attending immersion schools before has contributed anything to
the situation they are in presently 3) what would have been different if they had been to
a regular public school where everything was taught in their first language?
As I mentioned earlier, when evaluating the achievements of any education
programs, students thoughts and experiences should be considered, especially their
future accomplishments in different aspects of their lives. Thus, the former students of
French immersion programs in Ontario will be my target participants. They are likely to
be already in different types of job markets, and have used what they have learnt from
schools in their lives. Their voices and opinions of French immersion schools should be
very convincing and valuable for evaluating the designs and purposes of these French
immersion schools, and be the last piece of the puzzle in terms of immersion school
evaluation.

Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

Rationale & Situating Self

Can the earlier, the better for childrens second language learning apply to
every single individual? Chavez (2006) pointed out that the best time for people to learn
a second language depends on the difference of each individual. The language process
involves many complex factors (Sarem & Hamidi, 2012). Age is not the single factor that
people should think of in relation to language learning. Adults have been proved to be
able to learn a second language as well as children (Pillar, 2002). Should the parents
make the decision that early for their children on what programs to attend and when to
start in terms of second language learning? We know going to an immersion school is
not the only way to learn French. Other than French immersion (FI), there are also core
French (CF), extended French (EF) and also intensive French (IF) courses offered in
regular public schools in Canada (Lazaruk, 2013). That is how many people in the world
learn their second languagethrough the regular language courses offered in school.
Although many positive results have been found related to French immersion
programs in Canada, we should note that the two key factors that can predict childrens
language achievement are exposure to conversation as well as the expectation from
adults to children (Berger, 2010). The students in French immersion programs are sent
there with a certain expectation from their parents and thus are more likely to perform
well.
According to pragmatism, thoughts are the results of the interactions between
the peoples and the environments they live. The thoughts then affect the ways they do
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Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

things and solve problems, and further affect their achievements in different aspects in
their lives. We all know education plays an important role in peoples life especially
nowadays, because people can still receive a variety of education programs in their
twenties. By following teachers leads, most school children learn rapidly at school and
yes its a good time to learn their second language (Chavez, 2006). However, it is also an
important time to gain their self-confidence through their performance at school.
According to Eriksons psychosocial theory of development, school-age children are at
the stage of competence - industry vs. inferiority (Berger, 2010). During this stage, we
are able to learn and accomplish various new skills and knowledge, thus develop a sense
of industry. This is also a very social stage of development and if we experience
unresolved feeling of inferiority among our peers, we can have problems of competence
and self-esteem. Putting children of this age in an unfamiliar environment with an
unfamiliar language can be problematic if the immersion programs are not well
designed, or well enforced.
It can also be problematic to just focus thoroughly on the numbers, the academic
performance, while evaluating the success of a certain immersion program. The
consequences or the results, the former students, of the programs should be
consulted as well. Thus, while looking for the pros and cons of French immersion schools
in Ontario, we should not just look at the academic performance of current students,
but also consult the achievements and voices of the former students. Students
achievements or opinions can be very different due to many types of French immersion
programs, performers (teachers), and recipients (students themselves). If the students
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Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

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narrative opinions and also systematic analysis of larger scale data can be both collected,
a thorough answer to my research question can be found and identified.

Literature Review
As I mentioned earlier, the Canadian government has been making every
endeavor to promote French immersion programs and more and more parents are
eager to put their children in the programs owing to the endorsement of various studies
and statistic numbers. The Office of the Commissioner of Official Languages planned to
double the number of young Canadians who can speak both official languages before
2013 (Office of the Commissioner of Official Languages, 2005). Whether the goal has
been achieved is unknown, but the exposure to French offered to children and young
adults is increasing in classrooms, and also in different activity settings.
Cognitive research related to bilingualism has found that being bilingual can
foster creative thinking skills (Lazaruk, 2013). Many scholars have agreed that the earlier
the better for children to start learning a second language in order to achieve native-like
speaking ability. However, according to Myths and realities of French immersion from
the Canadian Association of Immersion Teachers and Calgary Board of Education (2010),
the goal of teaching FI students to have native like French speaking ability is difficult to
achieve. Teaching children to think bilingually and communicate in two languages
should be the purpose of FI programs. I support bilingualism as well as multilingualism.
Many health benefits related to both have been found and reported. However, I would
like to address again, immersion programs are not the only choice for children to learn a
8

Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

second language. As I mentioned earlier, I went to a Chinese immersion school and my

first language is Taiwanese. I feel part of my life is missing. I cannot express myself in
Taiwanese in a school setting. Many people learn their second language at school at a
young age as purely a language course. As long as the course is delivered properly, and
well designed, the children can learn this second language well while enjoying learning
other subjects in their first language.
The options for learning French as a second language include core French,
extended French, intensive French and French immersion (Lazaruk, 2013). Lazaruk has
pointed out that the length of French courses varies in the first three options. There are
also many extended French opportunities offered by the government. In Quebec,
there are many universities that offer French camps for children with a very low of
charge (e.g. lUQTR: Universit du Qubec Trois-Rivires), so children can thus learn
their French in summer when they have free time.
Bilingualism in Canada
According to the report Bilingualism in Canada from Office of Commissioner
of Official Languages (2005), there are 17.7% of the population reporting to know both
official languages, English and French, in 2001. Among them, the portion of bilingual
Francophones is larger than that of bilingual Anglophones. 77% of Canadians think it is
important to preserve these two official languages and 80% of them believe the
government should offer bilingual service to all the citizens. Since the bilingual
population is not very big and yet the majority believe that bilingual services should be
9

Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

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available to all the citizens, 90% of Canadians agree that people who can speak both
English and French are more likely to be successful and find jobs. With such statistical
numbers, it is no wonder that the Canadian government is eager to promote bilingual
education and parents are anxious about their childrens language abilities. In French
Immersion education in Canada from Canadian Council on learning (2007), people who
can speak both French and English can enjoy economic benefitsit is easier for them to
find jobs, cognitive benefitstheir brains can function better, and cultural benefits
they will understand both Francophone and Anglophone cultures.
French immersion schools in Canada
According to French immersion education in Canada from the Canadian
Council on Learning (2007), in French immersion, French is not merely a course. Many
different subjects are taught in French. We see different types of French immersion
programs, including early French immersion, starting at kindergarten or grade 1,
middle/ delayed French immersion, starting at grade 4 or 5, and late French immersion,
starting at grade 6, 7 or 8. The difference among these three is the time of literacy
training in their second language and first language. Children in early immersion receive
their French literacy training preceding their English one. Among these three types of
immersion programs, there are total French immersion in which all different school
subjects are taught in French, and also partial French immersion in which the proportion
of classes taught in French varies (usually 50%, but 75% can also be found). Although,
the language proficiency achievement of FI students differs greatly depending on which

10

Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

program they are involved, FI shows good approaches on students academic learning.
However, FI students do not usually show native-like French ability and proficiency in
speaking and writing (Canadian Association of Immersion Teachers and Calgary Board of
Education, 2010). Also, just like the common situation in regular schools, there is a
certain portion of FI students with different difficulties and learning disabilities. As long
as their needs are noticed and special care is offered, FI students with difficulties do not
show significantly different performances from students with difficulties in regular
schools (Gaffney, 1999). Also, students with different culture or ethnic backgrounds
perform and learn equally well in reading and mathematics (Essama, 2007) as long as
students different needs were met and received.
In FI programs, functional use of French was emphasize thus the French linguistic
competences might not be met (Genesee, 1987). Most students show a high level of
French understanding in listening and reading, but speak with different linguistic errors
in French.
After years of immersion programs, FI adolescent students might feel pressure
when communicating in French and thus sometimes show unwillingness to
communicate or express themselves in French due to different complex factors. Special
care and attention should be offered to have their second language learning progress
smoothly and confidently (Macintyre et al, 2011).

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Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

The academic performance of students in French immersion schools in Canada

During the 1970s and 80s, studies were conducted and positive results were
found (Genesee, 2007): 1) Immersion students English level, their first language, is the
same (or higher in some cases) as that of the students in regular English schools in
reading, writing, speaking and listening. 2) Immersion students results in mathematics
and sciences are also as good as those of students in regular English schools. 3)
Immersion students usually obtain a higher level of comprehension skills in reading and
listening. 4) While learning and understanding French Canadian culture, immersion
students still retain a strong English Canadian identity. We should know these thorough
studies were conducted about 20~30 years ago. As well, the evaluation of French
proficiency among these studies was based on school-style language (Lazaruk, 2013)
and thus the results related to FI students comprehension skills in French should be
interpreted with caution.
In the review of Genesee and Jared (2008), they pointed out that in early FI, the
ability of students first language, English, is a very good predictor of their future
academic performance. Students instinct in sounds for English spelling is also used for
their French spelling. It is not surprising since students in FI programs are there with
parents expectation. We know the expectation of parents is very influential in
childrens language learning and school performance (Berger 2010). Also the children
with more expectation from their parents are more likely to have sufficient help from
their parents before enrolling in public schools. They might have already listened to

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Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

many bedtime stories, from which children learn syntax, sufficient vocabulary, and good
pronunciation of their first language. Thus these children have more sense in sounds
and spelling. Thus the good performance of FI students on different subjects should not
solely be attributed to the FI programs.
The academic performance of students in French immersion schools in Ontario
Similar positive results were found in a more recent study (Turnbull et al, 2001)
with a focus only on students academic performance in English and mathematics in
Ontario. Turnbull and his partners used the results of the Ontario Education Quality and
Accountability Office (OEQAO) tests on students of grade 3 and 6 to analyze students
performance. Although grade 3 FI students showed a delay in English literacy skills, FI
students of grade 6 achieved performances as good as those of the students in the same
grade in regular schools. Similar findings were found in Gaffney (1999), primary grade FI
students English literacy skills were a little bit behind, but being able to catch up after
English language arts was introduced later on (Grade4 and above). In Turnbull et al
(2001), FI students of both grade 3 and 6 performed equally well in mathematics as the
students in the same grade in regular schools. These results were positive and reassured
the effectiveness the immersion schools have offered to most of their students. We
should note that students' cultural identity was left out in this study.
We see that scholars and educators put a lot of effort in evaluating and designing
the best FI programs for their citizens. In Capacity building Series (secretariat special
edition #9), the Ontario government listed details for the FI educators and planners to
13

Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

ONTARIO: THE VOICES OF FORMER STUDENTS

follow in order to get the best results out of the students. The Ontario Education Quality
and Accountability Office (OEQAO) tests are regularly held and reported.
The achievement of students from French immersion schools in Ontario- the voices of
former students
We can see that the government of Ontario has expended considerable effort on
different studies and government reports to evaluate the results. However, as I
mentioned earlier, when evaluating the success of a certain education program, not just
the performance of current students, but also their future achievements in the real
world should also be look at. The former students of these immersion schools in Ontario
should thus be studied. Do they really achieve what FI programs have promised them?
What about their psychological well-being at immersion schools back then? Here is my
research question:
How do the former students in Ontario evaluate their life achievements and
accomplishments after years of being in French immersion schools?
Did attending immersion schools help the students gain a better future? What did the
former students think of being in immersion schools when they look back? What would
have been different if they had been to a regular public school where everything was
taught in their first language? Their self-report should be very valuable to be the last
piece of puzzle to FI evaluation.

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Running head: THE ACHIEVEMENT OF STUDENTS FROM FRENCH IMMERSION SCHOOLS IN

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Conclusion
After years of effort in FI programs, many studies have been conducted and
positive results have been found. However, the achievement and performance in the
real world of the former students have not been studied or collected yet. We know
being native-like French speakers is hard to achieve even after years of being in
programs. Students confidence and competence at expressing themselves in French is
also questionable. Students enjoying economic benefits from being bilingual, is
unknown since there havent been any studies on former students achievements. In
order to complete the research related to the success and the suitability of immersion
programs, former students' achievements and opinions should thus be collected and
evaluated.
The factors related to personal achievements vary and are also complex. Adults
might attribute their personal failures or successes to attending a certain school or
program, to their former teachers etc. so a larger scale of data should be collected to
reassure the reliability of different claims
We should study the achievement of former students to complete the whole
investigation on immersion programs. I support bilingualism and believe in the benefits
that it will bring to most of bilingual speakers. However, is putting your children in an FI
program to learn everything in French really that necessary? Further investigation

Total Word Count: 3,270

should be done.

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REFERENCES
Berger K.S., 2010. Invitation to the Life Span, Worth publishers, Chapter 7. (pp234-267)
Canadian Association of Immersion Teachers and Calgary Board of Education, 2010.
Myths and realities of French immersion.
Canadian Council on Learning, 2007. French-Immersion education in Canada.
Chavez, J., 2006. When is the best time to learn a foreign language? Critical issues in
early second language learning (pp. 23-35).
Crandall D., 2014. Parents realization and the popularity of immersion school.
Hamilton-Wentworth Catholic District School Board.
Derman-Sparks L. et al., 1989. Anti-Bias Curriculum: Tools for Empowering Young
Children. ISBN: ISBN-0-935989-20-X
Essama, L., 2007. Total Immersion Programs: Assessment Data Demonstrate
Achievement in Reading and Math. The Bridge. ACIE Newsletter. November 2007.
Gaffney, K.S., 1999. Is Immersion Education Appropriate for All Students? The Bridge.
ACIE Newsletter February 1999.
Genesee, F., 1987. Learning through two languages: Studies of immersion and bilingual
education. Rowley, MA: Newbury House.
Genesee, F., 2007. French Immersion and At-Risk Students: A Review of Research
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August 2007 pp.654-687

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ONTARIO: THE VOICES OF FORMER STUDENTS

Genesee, F. and Jared, D., 2008. Literacy Development in Early French Immersion
Programs. Canadian Psychology, 2008. Vol. 49, No. 2, 140-147.
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Willingness to Communicate. The Modern Language Journal, Volume 95, Issue 1,
pages 8196, Spring 2011
Office of the Commissioner of Official Languages (2005) Bilingualism in Canada
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Piller, I. (2002). Passing for a native speaker: Identity and success in second language
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Turnbull, M., Lapkin, S., & Hart, D. (2001). Grade 3 immersion students performance in
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Canadian Modern Language Review, 58, 9-26.

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