A Parent’s Guide to

French
Immersion

Durham District School Board

Canadian Parents for French (Durham Chapter)
P
P ARENTS

Dear Parents:

Congratulations! You have taken the first step in providing your child with a bilingual education
through the French Immersion program of the Durham District School Board.

French Immersion, which has been offered in our board for over 25 years, is one of the most
effective methods known for teaching a second language. Grade one French Immersion students
should have strong first language skills in order to fulfill the Grade one Ontario Curriculum
expectations taught completely in a second language.

Early immersion, such as the program offered by the Durham

District School Board, works well because a young child loves
mimicry, memorization, and repetition and faces new challenges
with enthusiasm and an open mind. For the students, early
immersion not only results in more time for learning French, but
also in increased self-confidence and ease when speaking it.

If you have any additional questions or concerns about the program,

the French Department will be happy to discuss them with you.

All department programs come under the supervision of the

Superintendent of Education responsible for curriculum.

For general inquiries regarding the board’s French second language

programs, contact the French Facilitator at (905) 666-6389,
or www.durham.edu.on.ca (under Special Programs) Check it out!

Introduction
I
I MMERSION

HOW DO I KNOW IF THE FRENCH IMMERSION PROGRAM IS SUITABLE FOR MY

CHILD?

You are welcome to attend a French Immersion information session on the first Wednesday in
February at 7:00 p.m. at your French Immersion elementary school. There will also be a central
information session at the Education Centre, on the last Thursday in April at 7:00 p.m.

LANGUAGE
• Listens effectively
(e.g., can retell or explain a story or event in proper sequence)
• Plays with language
(e.g., enjoys rhyming and opposite games)
• Enjoys new words
(e.g., repeats and uses new vocabulary appropriately)

LEARNING SKILLS
• Focuses on a story, conversation and activity for at least five to ten minutes.
• Handles new situations using positive coping strategies. Is able to communicate
his/he difficulties when necessary.
• Demonstrates curiosity and a willingness to explore, experiment and make new
connections.

RECOMMENDATION
• Language component of the kindergarten report card falls within the ‘full
completion range’.

Placement of a child in the French Immersion program should be discussed with the
kindergarten teacher.

For further information, contact your area French Immersion school.

Is French Immersion Suitable for my Child?

G
THE

The goal
“top le
oal

programs
pr
pro
prog
al o
lleve
OALS OF IMMERSION

of tthe French Im
Immersion program is to enable students to obtain what is recognized as a
level” of proficiency
ciency, described by the Ministry of Education. Students in immersion French
rograms should be able,able upon graduation, to function well in a French speaking community after
a short orientation period.

To expect all students to attain the fluency of native speakers is, however,
not a realistic aim even for an immersion program.

What the children will achieve is a high level of bilingualism, enabling them to
function with ease in both English and French.

B
B ENEFITS OF LEARNING A SECOND LANGUAGE
“The ability to communicate in French is a valuable skill, because French is one of Canada’s two
official
c languages and is also widely used around the world.

While
Whil second language learning is a significant challenge for the child, it is valuable for a number
of re
reasons. Research confirms that knowledge of a second language strengthens first language
skills, and that the ability to speak two or more languages generally enhances problem-solving and
reasoning skills, the capacity for creative thinking, and the ability to respect and understand other
cultures. Second language learning strengthens students’ ability to communicate and participate
effectively in the workplace and the global community. It also increases their ability to understand
themselves and other people, and helps them to appreciate the power of words and the many
different uses of language.”

The Ontario Curriculum: French As a Second Language, 1998

Goals of the French Immersion Program/Benefits of Learning a Second Language

D
D URHAM’S BILINGUAL APPROACH

Whilee tthe
students
stud
stude
tudent
tude
dent
th
he Frenc
French Immersion program focuses on French skills, it also provides opportunities for
ents to dev
develop their English language skills and to follow a full and balanced program in other
areas of the cur
are
area curriculum.

In grades one, two and three, most instruction, including reading, writing and mathematics, is
delivered in French. The children will explore a wide variety of themes which reflect the curricula
of the Ministry of Education. Communication skills are emphasized and the children improve and
develop increasing confidence at expressing themselves in French.

In grade four, a period of instruction in English language arts, approximately the

equivalent of 40 minutes per day, is introduced. This English language arts program
includes reading, writing, listening, speaking, and developing skills in spelling and
grammar.

With the emphasis on the acquisition of the French language, a slight lag in some
areas such as English spelling or reading may be apparent; however, these lags are
quickly overcome and usually disappear by the end of the junior grades.

In grades five to eight, French and English instruction is balanced to offer, as near as possible,
a 50/50 ratio. As well, the language of instruction in particular subjects such as mathematics
and science alternates every two years, allowing the students to develop competence in both
languages in all subject areas.

In a French Immersion program, French is not simply taught as a subject, but becomes a
medium of instruction for all or most of the curriculum. The curriculum content taught in the
French Immersion program is identical to the English program. When French is the language
of mathematics, geography or music, students have opportunities to use the vocabulary and
structures they have learned immediately. Studies show that such meaningful communication
activities are of great importance to second language learning.

Several board-wide events such as Penstrokes (coup de crayons) and the

Oral Language Festival (Le concours/Festival d’art oratoire) allow French
Immersion students to celebrate their accomplishments. In addition, trips
to Quebec, student exchanges and special events are organized by schools
to bring the francophone culture to life. Who can forget a visit to the old
town of Quebec or a ski trip to St. Donat?

Durham’s Bilingual Approach

I
I MMERSION - GRADE ONE
The Fre
T French Immersion grade one program is identical to the regular Durham Board grade one program.
The onl
only significant difference is that French is the language of instruction. Except in emergency situations,
the teac
teacher addresses the class only in French, although the children often continue to use English, especially
among tthemselves.

To overcome
overc the initial language barrier, French Immersion teachers are creative and energetic in their approach. The
extensive use of mime, drama, music and body language is evident. From the outset, the child needs to feel happy and
extensiv
secure in the learning environment in order to flourish.

An important key to success is a positive attitude in the home toward the language and the program. If your child
is eager to speak French at home, offer encouragement, but never pressure him/her to do so. Some students are
very shy to express themselves in French outside the classroom, especially to their family members. Before long,
you should notice that your child is well adjusted to his/her new situation. In his/her eyes, French is the language
of communication in the classroom. By the end of the year, children are able to recognize a large vocabulary

D
and are using words and sentences to express themselves. They are able to follow the teacher’s instructions, to
understand conversations and stories and to read and write simple texts. Keep in mind that in the early stages of
program, the level
the program, le
leve of the child’s comprehension is much higher than his/her ability to express himself/herself.

Take thehee time to get involved

involve personally in some of the class activities. The teacher will certainly appreciate your
invo
nce
assistaance
ce and your interest in the class. A “meet-the-teacher” evening is held in most schools early in the school year
assistance
esent
prresent
sent the year’s program
to present program and give you an opportunity to discuss it with the teacher.

D IRECTORY OF FRENCH IMMERSION SCHOOLS

Ajax
Ajax H.S.
Cadarackque P.S.
Southwood Park P.S.
(905) 683-1610
(905) 428-2347
(905) 683-5230
ajax_hs@durham.edu.on.ca
cadarackque_ps@durham.edu.on.ca
southwoodpark_ps@durham.edu.on.ca
Romeo Dallaire P.S. (905) 428-6868 romeodallaire_ps@durham.edu.on.ca
Brock
McCaskill’s Mills P.S. (705) 432-2601 mccaskillsmills_ps@durham.edu.on.ca
Oshawa
R. S. McLaughlin C.V.I. (905) 728-9407 rsmclaughlin_cvi@durham.edu.on.ca
T. R. McEwen P.S. (905) 728-4421 trmcewen_ps@durham.edu.on.ca
Walter E. Harris P.S. (905) 728-4532 waltereharris_ps@durham.edu.on.ca
Pickering
Frenchman’s Bay P.S. (905) 839-1131 frenchmansbay_ps@durham.edu.on.ca
Pickering H.S. (905) 683-4760 pickering_hs@durham.edu.on.ca
Sir John A. Macdonald P.S. (905) 839-1159 sirjamacdonald_ps@durham.edu.on.ca
Port Perry
Port Perry H.S. (905) 985-7337 portperry_hs@durham.edu.on.ca
R. H. Cornish P.S. (905) 985-4468 rhcornish_ps@durham.edu.on.ca
Uxbridge
Uxbridge P.S. (905) 852-9101 uxbridge_ps@durham.edu.on.ca
Uxbridge S.S. (905) 852-3391 uxbridge_ss@durham.edu.on.ca
Whitby
Brooklin Village P.S. (905) 655-8959 brooklinvillage_ps@durham.edu.on.ca
Captain Michael VandenBos P.S. (905) 665-2001 captainmichaelvandenbos_ps@durham.edu.on.ca
F. M. Heard P.S. (905) 668-3251 florencemheard_ps@durham.edu.on.ca
Sinclair S.S. (905) 666-5400 sinclair_ss@durham.edu.on.ca

Immersion in Grade One/Directory of Schools

Q
Q UESTIONS AND ANSWERS
Will my child llearn the same things as students in English classes?
W
Grade one FrenFrench Immersion students should have strong first language skills in order to fulfill the Grade one
Curr
urricu
rricu
Ontario Curriculumcu expectations taught completely in a second language. The curriculum is the same as
glish
lish
ish language
the English langu
la
lan Ontario curriculum except that the language of delivery is French. In French Language
sstud
stude
Arts, students fo
follow the French as a Second Language, French Immersion Grades 1-8 policy document.

Will my child be behind in English if he or she takes French Immersion?

Evaluations of Immersion programs across Canada have indicated that although there are certain lags in English
language skills for the first few years of the program, the children in Immersion quickly catch up to and keep pace
with children in the regular program, once English is introduced. It is important that you read stories in English
at home and expose your child to English songs, nursery rhymes and books that will enrich his/her first language
experience.

How can I help my child?

From the early stages of the program, parents can be of great assistance by being supportive of the
program. They can read regularly to the child in English or simply talk frequently (in English) to the
child about new experiences. In this way, the child’s English vocabulary will be enriched and his/her
self-confidence will grow. At a later stage, certain portions of the program are conducted in English and
parents can be of direct assistance here. Most often if a child is experiencing difficulty in a particular
subject area, the confusion may lie with the concept, not the language. Discuss and explain the concept
in English. Parents can provide valuable assistance in the preparation of speeches and projects, especially
in the areas of research, planning and presentation of materials.

What type of French will be taught in the classroom?

Standard French vocabulary and structures are taught. A variety of accents exist in all languages; during a
school career a child will be exposed to teachers from various parts of the world who are models of well-
spoken, grammatically correct French.
Is bussing provided for French Immersion students?
Currently, under the transportation policy of the Durham District School Board, French Immersion
students (Grades 1 - 8) living more than 1.6 km from their designated French Immersion school are
entitled to transportation service to their school.

What if we are transferred or move to another district or province?

French immersion is available in most urban centres of Canada and in many smaller localities as well.
A full directory of programs available across Canada is published by Canadian Parents for French and
information is available from the Durham Chapter of CPF or from the Durham District School Board’s
French Program Department.

What if my child experiences difficulties in French Immersion?

Children who may have difficulty learning to read in English may have difficulty learning to read in French.
It is generally the actual reading skills that these children have trouble with, not the language. The
Special Education Resource Teacher (S.E.R.T.) may be consulted and the school team will decide upon a
plan of action. Special Education classes are only offered in the English language stream. A parent also
can encourage the child to access available French language resources. Computer programs, Internet
sites, television, radio, newspapers and magazines provide the child with a means of making authentic
intercultural contact which help make communication a reality. These resources can bring support to the
teaching and learning in the classroom and also provide a child with tools, strategies and practices that
increase student interest and performance.

Do parents of children in French Immersion programs have to be able to speak French?

The program is designed for children who normally speak English at home. It is not expected that parents
will be able to speak French. Communication with parents and reporting is done in English.

Questions and Answers

S
S UGGESTIONS FOR PARENTS
1.
1

2.

3.
During the first few years in Immersion, the child is not in contact with the customs, traditions
and culture
cultur of his or her own heritage so it would be recommended that this knowledge and
learning ta
take place in the home. Why not read your child the tales and stories that we assume
any anglophone child should know? Teach your child the songs and nursery rhymes that are part
of his or her own folklore.
Speak positively about the program, the teacher and the school. Express any questions or
concerns you might have to the teacher or principal, not your child. Remember that your child’s
success in the program will be affected by your attitude.
Let your child know that you are pleased with his/her progress, but do not expect your child to
provide you with an account of each day’s activities. Children take the routines of school for
granted and often want a change of subject when they reach home.
4. Do not worry about formally teaching your child to read English. Your child will readily transfer
reading skills to English once they have been mastered in French. Reading should be approached
in a relaxed and enjoyable manner.
5. If your child is eager to speak French at home, encourage him/her but never force your child to
do so.
6. Do not attempt to correct your child if you are uncertain of the correct expression or pronunciation.
Give your child the benefit of the doubt and let your child teach you!
7. Take advantage of situations that increase your child’s exposure to French language and culture:
French television programs, cultural events, records, French bookstores.
8. Do not compare your child’s progress with the neighbour’s children, whether in the French
Immersion or the regular program. No two teachers and no two students work at the same
rate.
9. Assist your child in completing class assignments or projects by helping with organizational or
presentation skills, locating appropriate resources for research or explaining specific concepts in
English.
10. Volunteer to help at the school, either in the classroom or with concerts, fairs, field trips.
11. Be supportive of the program and the teacher. Remember that the success of the program
depends largely on the efforts and the mutual support of all involved.
12. We have resources that have been developed for parents in order to assist them and their child
during the first few years of their French Immersion education. They are also available on our
website:
• “A Treasure Chest for French Immersion Parents” - an easy reference to basic vocabulary
and expressions. It also allows you to click on the French words and hear the pronunciation
of each word.

• “Fun with French” - a collection of fun songs and terms used in primary French Immersion
classrooms for you and your child to listen to.

• “French Immersion Handbook for Parents” - this handbook is a compilation of resources

and information for French Immersion Parents.

Suggestions for Parents

C
ONTINUING IMMERSION IN SECONDARY SCHOOLS

During th
the intensive part of the Immersion program at the elementary level, students develop a
sound
u co
und competence in the French language. The aim of the Immersion program at the secondary
school le
scho
schoo level is to develop and refine students’ ability to communicate in French as well as to
expand
ex their knowledge of the language through the study of francophone literature.
th

The Durh
Durham District School Board offers in grade nine and succeeding years enough courses to
permit French Immersion students to take a minimum of ten credits (or the equivalent) of their
secondary school program in French. Courses to be offered in French include French, science,
history and geography, and may include other options depending on enrollment and qualified
staff.

E
The Durham District School Board offers a Certificate of French Immersion Studies. The
requireme for the Durham Certificate of French Immersion Studies is the equivalent of ten
requirement
redits
edits
dit in
credits inc
including the Grade 12 literature course, FIF 4U.

NRICHMENT
SUPPLEMENTING AN IMMERSION PROGRAM

EXTRA - CURRICULAR ACTIVITIES

Extra-curricular use of French is important if students are to expand their vocabulary beyond that
involved in academic work.
Extra-curricular activities such as drama, music, sports and excursions can be initiated within the
school and completed after school hours. You may wish to offer to help the teachers and recruit
and provide enthusiastic, on-going support.
Contact your local recreation centre, Y.M.C.A., library, or Francophone association regarding
extra-curricular activities in French. Canadian Parents for French offers many opportunities to
enhance your child’s learning.

STUDENT EXCHANGES
Student exchanges are organized through various agencies to provide opportunities for students
from grade seven and up to meet native French speakers in a Francophone community. These
exchanges provide excellent opportunities for improving fluency and for learning everyday, non-
academic French. They also are great rewards and motivators for adolescents and help maintain
their enthusiasm for French. For more information please contact your school.
In addition to increasing language skills, the experience of living in a French community and feeling
the excitement of being able to work and play in more than one language leads to valuable personal
enrichment and increased understanding of our other national culture.

Continuing Immersion/Supplementing Immersion

C
PF
strong voice for parents and others who support French second language
CPF is a stro
throughout Canada.
education thr

CPF works
wor
work w with teachers and school officials to create and improve opportunities for
French
nch secon
s
second language learning.

MEMBERSHIP
MEMBERSHI IN CPF DURHAM GIVES YOU:
M
• access to the latest information and research on French second language learning
• the chance to network with other parents and board administration
• information on opportunities for children to use French outside the classroom
• the opportunity to be involved in your child’s education
• subscriptions to CPF national and provincial/territorial newsletters

You can join by calling (416) 422-3554 in the Toronto area or

S
toll free at 1-800-667-0594.
Help us make our voice stronger.
Annual fees are $25 per family.
Askk your
yyo
our SSc
Schh
School Community Council about CPF or check
tth
he website at www.cpfont.on.ca. or
the

S
The D
The Durham Chapter at www.cpfdurham.ca

OME BACKGROUND ABOUT CPF

Caan
Canadian
anaaadian Paren
Parents for French (CPF) was founded in March, 1977 by 35 parents. It now has more
tha
hann 10,000 me
ha
than members and maintains regular contact with hundreds of other interested parties such as
eedu
edducators, adm
du
educators, administrators and educational researchers. CPF maintains local, provincial and national-
level organizatio
le
lev organizations.

CPF chapters assist parents to establish and maintain the best possible French programs in their own
school board or district. They arrange special out-of-school events such as camps, story hours and guest
performers to enrich and expand school programs. They maintain effective channels of communication
between parents and local teachers and education officials.

CPF provincial chapters produce newsletters and publications about matters under provincial
jurisdiction. They collect and share information about enrollment and available programs. They
monitor and maintain communication with provincial departments of education, home and school
groups, Francophone organizations, etc.

CPF holds an annual national conference and publishes a national newsletter. A national board represents
each province and territory. CPF maintains a national member list and sets national policy and objectives.
CPF also maintains communications with federal government officials and other national organizations,
including seeking sources of grants for special projects.

For more information about CPF Durham, contact your school CPF representative.

Canadian Parents for French