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Education Minister Kelly Lamrock wishes to thank all those who took time to submit comments.

Please note that we will only post submissions from people who have given us explicit consent to do so. We will not post the following:

Submissions received on-line that indicate "Not public" on the web form
Submissions sent direct by email, letter or fax which do not explicitly ask us to post their comments or which divulge personal information about third parties (in order to comply with the Protection of Personal Information Act)
Submissions that contain statements considered to be defamatory, libelous, hateful, or of a commercial nature.
Duplicate submissions

Please also note that because each submission must be reviewed in the context of the above, there will normally be a time lag of between 2-3 days between receiving a submission and posting it on the website.

As of 4:30 p.m. Friday, July 25, 2008, the French Second Language consultation has concluded. Any comments received after that time will not be posted, but will be brought to the Minister's attention.

Improving French Second Language Programming Within a Quality Education System(pdf)

Comments appear in the language received.

Dear Minister Lamrock,

You have asked New Brunswickers how to address challenges within the education system. The first step I would take is to not make any significant changes to the current system at this point. Waiting until less than a month prior to the start of the school year to announce sweeping changes to the school system for the current year is unfair to teachers, parents and students. It does not allow the requisite time for training and planning. To suggest otherwise is disingenuous to all those who work hard to implement the education program for our students.

In trying to propose viable solutions I have studied the various brochures which have been produced by the Department of Education. I agree one hundred percent with the three goals stated in Where Kids Come First. I have read with great pleasure that all children would be given the opportunity to discover his or her personal strengths. I was even more impressed by the New Brunswick education system when I saw the guided reading program in action in my children's classrooms. I was in awe when the principal told me last year that within the school each child had their own individual reading level which was constantly revised by a literacy specialist. Despite the fact that my children spend less time in a classroom than they would have had we remained in Ontario, I strongly believe that the quality of education my children received last year was outstanding. Perhaps I was lucky that my children had fabulous teachers. My only complaint was the lack of music specialist and my belief that the curriculum outcomes for math were not challenging enough. If you want children to achieve better results in math and science, then you need to have higher expectations of them. I was however shocked to see that a universal elementary school program was to be introduced which would eliminate French instruction, of any type, prior to Grade 5. That the basis for sweeping changes to the school system was to be the implementation of a one size fits all solution for all children regardless of their temperament is atrocious.

There are a number of possible scenarios. First, and in my opinion the least desirable option, is the system which has been proposed which eliminates EFI, eliminates core French prior to Grade 5 and then introduces mandatory Intensive French at Grade 5 followed by a choice of LFI or post intensive French. The main concerns I have with this program are as follows:

1. All the literature I have read indicates that the earlier a language is taught the better. As this proposal delays the onset of teaching French to Grade 5 this is obviously a step in the wrong direction for improving the number of bilingual graduates from NB high schools.
2. Students moving to NB from other provinces prior to Grade 5 who have been in EFI or MFI (Middle French Immersion) will obviously not be challenged and when school is boring, students lose interest very quickly.
3. Literature indicates that streaming in LFI is significantly worse than the streaming which occurs in EFI.
4. The proposed extra-curricular activities would be of no benefit to those in K to Grade 4.
5. On the positive side I applaud the decision to increase the number of music, art and physical education specialists.

If the key criterion is universality, I would propose developing a program which has a significant French component from Grade 1 through to Grade 8. Thus I would see that from Kindergarten through to Grade 8 children would receive instruction time of 60% English, 40% French (or 50% English, 50% French Grades 1 to 5 and 70% English, 30% French Grades 6 to 8 - I am not intimately familiar with the curriculum outcomes and thus am not sure which would be more appropriate). I would foresee this being implemented differently across the province depending on the availability of French teachers in different areas. For example, one school may have a French Physical Education teacher which would result in the physical education component being delivered in French. I would also expect to see this augmented by extra-curricular French programs. Once in high school students would be required to take a minimum of two courses (one core course and one elective course) per year in French. At all times the children should be taught math in English. The concerns/benefits which I would foresee with this are:

1. It could create staffing challenges.
2. Resources would be concentrated in a single program.
3. Results would be lower than with EFI program.
4. Students transferring from different provinces may initially experience difficulties if they had been in a core program.
5. There would be no segregation.

While at the open house hosted by the School District I was interested to read the proposal by Dicks and Kristmanson dated 7 May 2008. I found the recommendations in this report to be extremely comprehensive. In my opinion, this proposal offers the best opportunity to graduate the greatest number of bilingual students. While the students would be streamed, steps could be taken to ensure this did not result in segregation by encouraging children from all backgrounds to participate in EFI and by having resources available in the EFI sector for those who experience difficulty

If a system were to be introduced which eliminated EFI. I would suggest using the Francophone system to deliver French Immersion from K to Grade 3 after which time students would be integrated into regular Francophone classes and children and parents treated no differently. Parents would be required to sign a contract when they entered into the Francophone Sector indicating that they understand the commitment involved, the would support the francophone culture and at least one parent would be required to complete courses to become functional in French (if they were not so already).

I would discuss the issues with the current system, as I do believe it has a number of strengths, however, as you have already stated that it is not an option I will not bother.

If a system with an Early French Immersion component is chosen, and I sincerely hope one is, there are a number of initiatives which I believe could be undertaken to improve retention/enrollment in the program. Briefings to parents frequently gloss over challenges which children/parents may face, particularly if neither parent can function in French. Many of the parents whom I have known who have pulled their children from EFI do so because they are unable to help their children with their literacy skills (ie assisting them with their nightly reading) and feel that their children are falling behind.

1. Work with local libraries to have a Read-to-Me in French program, ideally two nights per week. This would allow parents and students the opportunity to listen to stories read in French. Ideally the individual running the program would also be available either before or after to assist children with their French homework if the child was having French comprehension difficulties.
2. Provide subsidies for low income parents to take French courses to improve their ability to assist their children. In the community in which I live many parents where neither parent can communicate in French who have children enrolled in French immersion take French courses.
3. Ensure parents understand that their children will not be taught how to read in English prior to grade 3. Parents need to be willing to accept that children in EFI will initially be behind their peers in the core program when in comes to reading and writing in English.

You have also asked about how to increase enrichment opportunities. Make the Innovative Learning Fund more easily available for amounts under $500. At my children's school last year, parents who were concerned about the lack of a music specialist fundraised and brought in talented local musicians. A few hundred dollars and enthusiastic volunteers can provide wonderful enriching opportunities for our children.

At risk of entering into a politically incorrect quagmire I would suggest that the program in the New Brunswick education system that most jeopardizes the literacy and numeracy standards of students when not properly funded is not EFI, but inclusion. I have seen inclusion work in my son's Kindergarten class in which there is a special needs child who is accompanied by his TA. When he can participate he is in the class. However, at other times he is taken to a different room at other times so his TA can work with him individually so he can work without the distraction of the class. I have, however, heard many other horror stories of schools which do not have the required resources to help all children learn and to prevent those with difficulties from impeding the other children from learning. This, in my opinion is a serious problem which I do not see being diminished in any way by the elimination of EFI. While I support inclusion in principle, I strongly feel that some children need different learning environments so that they may learn. I believe equality is providing all children the opportunity to learn using whatever medium is appropriate for that child, not merely teaching all children the same material in the same manner.

I sincerely appreciate the opportunity to share my opinion in what I believe is a pivotal decision for future generations of New Brunswickers. I hope you do not make a decision which embraces mediocrity under the guise universality, but rather that you adjust the curriculum to challenge our children so that they strive to be better and learn to love learning as opposed to seeing it as a chore. If you wish to produce bright and intelligent New Brunswick children you must provide them with stimulating experiences. I do not believe enrichment programs for a few elite students will accomplish this but a system that has the capacity to offer choices and encourages children to discover the joy of learning. At the end of this school year my daughter told me she wished she could keep going to school all summer (except of course when we were going to the beach or on vacation) because she loved her teacher and it was so much fun to find out about new things. For me that spoke volumes as to what has been going well within the New Brunswick schools.

I am writing as a stakeholder, educator, and proponent for education for all children. I believe strongly that the current educational issue at hand is really the composition or makeup of the children we have in the public education system. New Brunswick is recognized on a worldwide basis as a leader in integration in the educational system. This is a laudable goal and one that is commended. The difficulty with this approach is that while the students are exposed to a wide variety of educational experiences with their peers, this is most often implemented without the crucial and needed classroom support. Children that require needed support, academically, behaviorally, or physically, are placed in classrooms with only the classroom teacher to meet their varied needs. Many children requiring such supports are in one classroom. Many times students have moved from other provinces where they have not been able to function successfully in regular classroom settings or are attending school partial days with fulltime teacher assistant support. Upon moving to NB, these students are placed fulltime in regular classrooms without any supports in place. This environment is not and realistically cannot be successful for all students. The minister is looking for ways to explain the overall low achievement scores in literacy, math, and science. Every child that is enrolled in NB is factored into the assessment results. If the child is exempted from the test, the child does not write the test but is given a score of zero. This zero is factored in with all the other results. All of our children in NB that are on specialized education plans write these tests and are counted in the results. Many provinces do not have the same criteria and we are being compared to those provinces. This is not an equitable comparison and this is affecting the perception of lower scores based on national comparisons. This is not an Early French Immersion issue. As I said, all children enrolled write the tests. Therefore children in EFI are already factored into the test results. Suggesting that eliminating EFI will improve results is confusing the issue, as these children already are included in the results.

A number of suggestions can improve the success of integration and classroom composition.
� Target formative years (0 to 5) with family and parent intervention with programs specifically designed to support parents and young children. Too many children come to school at the age of 5 without basic skills. Teachers are already struggling in kindergarten with children that are already behind.
� During preschool and pre kindergarten registration and assessment, identify children that are not school ready or have special needs. Provide programming in the summer and weeks before school to target the needs and lay the groundwork for a more successful transition to school.
� Provide the needed support for children immediately upon entering school and continue this throughout.
� Hire more teacher assistants and provide more support for children already in the school system that is affecting classroom composition.
� Lower class sizes so that teachers may effectively meet the needs of all students. Lowering class size while increasing support, will successfully meet the needs of all.

These suggestions, if implemented will provide the model that Mr. Lamrock is looking for, an educational model that does work for all children.

Early French Immersion is an excellent program. Children learn to speak in their mother tongue before entering school. The brain in young children is wired for this amazing feat to occur. As a result, second languages are best learned in the early years. Waiting until Grade 5 before any French is introduced is too late. The proposed model for intensive French followed by FI is targeting lower proficiency than what is already being achieved by EFI and Late FI. This will not provide NB with bilingual children. I agree that the core program was not working. I am an example of one of the few that it worked for. My children on the other hand, are examples of the success of EFI. At aged 12 and 10, they are fluent in two languages. They are able to read and write with ease in French and English. Our third child is enrolled in EFI for this coming school year. My husband and I want the same opportunity to become bilingual available to him, not a watered down version, one that will leave him with a lower level of proficiency than his siblings.

Can EFI be improved? Yes. The following are some suggestions:
� There are already many competent French Immersion teachers in NB. Encourage some of those teachers to broaden their professional experience by becoming some of the bilingual Resource and Method teachers that are missing in the current program. This is what occurs in the English program. Teachers that are seen as being experts are recruited to become the Resource and Methods teachers. These positions need to be seen as interesting and viable for some of our experienced FI teachers.
� Provide French tutoring for children that are seen as experiencing less success with French Immersion. This should be started in Grade 1. This goes back to providing the support that I mentioned earlier. My oldest child was actually a peer reading tutor for younger classes and this was very successful.
� Ensure that courses are actually offered for Immersion Students in high school. The so-called "drop out" occurs because students are not able to take the courses they need to prepare them for post secondary education. "We don't have the staff" is not and should not be an acceptable answer. If bilingualism is the goal, the courses must be offered.
� In this information technology society that we live in, look at creative ways to offer and implement classes to high school students via internet, hook up to classes in larger centers via skype or distance education programs, etc.
� Test for oral proficiency at Grade 10. Many high school students are tested at Grade 12 when they have not taken French for 2 years, as the courses needed were not available to them in French.
� Testing at Grade 10 would give the best chance of success for students. If the student did not meet targets, intervention could occur during the next 2 years and retest at Grade 12.

Regarding Mr. Lamrock's concern about streaming of students in EFI, actually more streaming occurs at the late entry to French Immersion. In the proposed plan, there likely would be even more steaming occurring at the Grade 6 level.

It is unfortunate that EFI has been made a public scapegoat for the issues and ailments in the educational system. Eliminating EFI will not "cure" the problems of classroom composition or streaming. Putting one or two more children that would have been in EFI in each regular English class will not improve test scores. These students are already tested. What will occur is that is NB will be graduating less bilingual students in the future. I ask that the government, one that is interested in educating all students to the best of their ability do just that. Look at the real causes of the difficulty that we are experiencing in the educational system and look at some of the suggestions given to improve that education system. Eliminating EFI will not see the results this government wants.

I also ask that the decision to offer or not offer EFI be not based on enrollment numbers for this year. Parents were left unsure and disillusioned this year, not knowing what to do for their children as a result of the uncertainty about the EFI program. If any children are enrolled then the districts need to look at ways to offer the program. Combined classes have been done and should be done. If the government is committed to education for all, then saying a class does not have enough enrolled to implement the program is not meeting the needs of all. I look forward to the news that my youngest child will have the same or enhanced educational opportunity as my two older children. Thank you for your consideration.

I am not going to speak directly to the French Language instruction issue - like many, I've a son who's benefitted strongly from late immersion. Like many others, I'm concerned about the streaming which the current immersion program has inadvertently produced, and support efforts to promote greater competence in both languages among the full school population.

As a staffer within the Health department, I am utterly delighted, though, that government is taking advantage of the planned changes to French language instruction to increase physical education time. The epidemic of overweight and obesity is not only having very significant effects on the adult and child populations, but is a major, MAJOR contributor to continuing health care expenditure increases.

Instilling physical activity habits in our school children will be, bar none, the most significant intervention a government can make in promoting population wellness, and through that, enhanced productivity and self sufficiency as that population becomes adults.

If that is the focus, then it is also critical that the expanded phys ed curriculum follows best practices in promoting broad-based health and fitness, rather than simply games or sports instruction, or outdated ideas of phys ed.

The best of breed currently is a program known as "CrossFit Kids." Based on science and empirical practice, CF Kids is a program adapted from the CrossFit strength and conditioning program - which is making huge inroads in the strength and conditioning training of many police and firefighting organizations, and has recently been adopted and promoted by the Canadian military.

The CF Kids program is brief (usually 30 minutes/day), promotes a broad range of fitness domains, typically uses minimal equipment, and is terribly effective. It's also fun - and has been proven in any number of group settings. My kids do variations of this with me, and the changes not only in their fitness levels but their self esteem and confidence have been remarkable.

Please feel free to contact me regarding this - and please, please do not let this one-time opportunity to make a vast impact on the future health, well-being, and productivity of New Brunswickers slip by.

Improving French Second Language Programs in New Brunswick: a plan to achieve high level of bilingualism for all children

New Brunswick is a microcosm for the whole of Canada in terms of its linguistic composition of francophones and anglophones. We have, in New Brunswick similar characteristics of language distribution: English majority and French majority regions; English minority and French minority regions; and bilingual areas where each language can be considered a majority language.

In 1969, Canada's Royal Commission on Bilingualism and Biculturalism released its landmark final report which, among many other things, recommended making French an official language alongside English. Parliament passed the Official Languages Act not long after. In 2005, the government of New Brunswick introduced a new Official Languages Act and appointed a commissioner of official languages. These steps are seen by many to be important not only for New Brunswick, but also for Canadian society as a whole. As Canada's only officially bilingual province, New Brunswick now guarantees, through the Act, access to services such as health care, justice, municipal and police services in both official languages. We can now proudly state that in New Brunswick is on its way to fostering English-French equality!

The ability to communicate in French is a valuable skill, because French is one of Canada's two official languages and because it is a language used widely around the world. Research confirms that knowledge of a second language strengthens first-language skills and that the ability to speak two or more languages generally enhances reasoning and problem solving skills, as well as creative-thinking skills. Learning a second language not only strengthens students' ability to communicate, but also develops their capacity to understand and respect other cultures. In this way, second-language learning prepares students to participate more effectively in the workplace and in the global economy, and provides them with a distinct advantage in a number of careers, both in Canada and internationally.

New Brunswick is a flagship for bilingual education in Canada. The anglophone school system in New Brunswick has seen many successes in French second language learning. More and more students are graduating with increasing second language proficiency, benefiting from the opportunity provided by New Brunswick's status as Canada's only officially bilingual province. Over 40% of high school graduates achieve a functionally bilingual level of French. The New Brunswick government has made a commitment to reach the goal of 70% of all high school graduates be able to function effectively when speaking their second official language by the year 2013. French second language education is clearly an important priority in New Brunswick. The enrollment in French Immersion Programs comprises nearly one-third of all students, a figure topped only by Quebec. Among other provinces, the next highest are Nova Scotia and Ontario at little over 7%. Standards of achievement and teacher qualifications are mandated by Policy 309, and new programs, methods and materials are constantly brought into the system for consideration. According to the Centre for Research and Information on Canada (CRIC), French remains the Second Language of choice for most Anglophones. In 2004, the CRIC reported that 82% of Canadians agree that if you speak French as well as English, you have a better chance of finding a good job. The CRIC states that "in the context of the country's deepening multiculturalism and its position in the global economy, Canadians are convinced of the importance of speaking more than one language. A large majority thinks that learning a second language is important and agrees that those who speak more than one language will be more successful. And French is the first choice of most Anglophones when considering which second language their children should learn."

Learning a second language opens you to another culture; it improves communication skills, and helps you become more competitive in the global market. Based on their own preference regarding bilingual schooling, and the best information available, parents must continue to have the freedom to decide which program best suits their child.

Growing global interdependence is a reality which cannot be overlooked. With widespread mobility, knowledge of more than one language is increasingly valuable. A real asset for Canada and New Brunswick has proven to be the ability of so many of its people to communicate with people of other lands through their language. The demands of a globally competitive business environment are such that a modern education cannot be complete without significant language training.

Learning French as a second language is a process of enrichment that goes far beyond any classroom setting. It is seen as enhancing opportunities for better employment. The ability to converse with the public and co-workers in their mother tongue is one that is prized by employers, both in the private and public sectors.

When people talk about bilingualism in Canada, New Brunswick is often singled out as a model for the rest of the country. There are many reasons for this. The first of course, is New Brunswick status of Canada's only officially bilingual province. However, there is also the fact that its one-third French speaking population and two-third English speaking population live in a climate of mutual respect and tolerance, that all English speaking students study French from grade 1 until grade 10 and that nearly one-third of English speaking students are enrolled in French Immersion programs. Yes, New Brunswick has much to be proud of when it comes to bilingualism. New Brunswick is well-positioned to meet the objective of having 70% of all high school graduates able to function effectively when speaking their second official language.

The following plan is intended to present an option to the Minister in his attempt in improving the delivery of French Second Language within the context of improved educational outcomes for all students and will:

increase French proficiency for a greater number of students
improve achievement in literacy, mathematics and science
provide additional time during the school day for physical education, art, music and other enrichment activities; and
address streaming

FSL Programs Core French
Kindergarten: 45 minutes per day of French Second Language instruction for all students

Action, Rationale and RequirementsAction:

Introduce 45 minutes of FSL instruction at the Kindergarten level each day for all students in the Anglophone system using AIM (Accelerative Integrated Method)

Discussion, rationale and requirements:

The AIM (Accelerative Integrated Method) is a new program that was introduced in Canada in 2004. It has transformed the way French is being taught. Students are achieving stronger levels of fluency with this new approach than in the traditional Core French program. The AIM program is achieving these results without changing much of the allocated time for teaching Core French and without condensing the regular curriculum. (proving that many factors contribute to the success of Second Language instruction - methodology and teaching practice are important factors). From experience in School District 18 and schools across Canada, FSL teachers, parents and students are very excited about this new program. Many parents who have opted not to place their child in French Immersion prefer this way of learning French. AIM would be an effective way of improving delivery of the Core French program while respecting the choice of New Brunswick parents who are not comfortable introducing French to their child in a French Immersion program.

Research (Webber & Tardif, 1991 and Freeman and Freeman, 1992) shown that children can experience high quality learning experiences in French Second Language, and from the research on first language development, first language development is not hindered. In fact, this is a recommendation found in A Review of French Second Language Programs in School District 18: Findings, Recurring Themes, and Ideas for Future Consideration, 2006. However, given that the present climate in New Brunswick, I do not believe that we are ready for a full implementation of a French Immersion Program at the Kindergarten level at this time. However, we must not lose sight that New Brunswick, the only officially bilingual province in Canada, is the only province that does not offer this option to students entering the school system.

Hence, offering French Second Language at the Kindergarten level in New Brunswick would mean that a broader range of children would be entering the French Immersion program in Grade 1.

Introducing French Second Language instruction at the Kindergarten level would require schools to provide the same hours of instruction to all elementary school students (extend the school day).

AIM resources are already available in some districts and training has been provided for a great number of FSL teachers. However, more training would be required.

Grades 1 and 2
FSL Programs: Core French Early French Immersion
Action:
Continue offering Core French in Grades 1 and 2 in blocks of time (50 minutes, four times per week) using the AIM resources;
Introduce the option of an Early French Immersion Program in areas where numbers warrant;
Provide flexible grouping for blended delivery of Physical Education, art, theatre and music (in English) between Core French and Early French students;
Provide access to expert advice from Methods and Resource teachers to guide French Immersion teachers in supporting students with learning difficulties;
Support innovative programs, such as Good For Kids, to provide time for French Immersion teachers to work directly with students who are experiencing difficulty in their classroom.
Provide flexibility for class organization (class size) based on students' needs not on Teacher Collective Agreement.

Discussion, rationale and requirements:

This would require schools to provide the same hours of instruction to all elementary school students (extend the school day).

Brain research indicates that the critical period for language acquisition last from about age 2 to puberty (re David Soussa: Windows of opportunities). After that period, language acquisition and language learning seems to be much more difficult, as though the individual has become stiff and resistant. This is often shown in cases where children are able to relearn language skills after an injury or disease destroys the speech areas in the dominant left hemisphere, whereas this is often impossible for adults, depending on the severity of the illness. The child can acquire one or more languages with ease because the corticothalamic speech mechanism in the child is still in the process of development. Of course this does not mean that you cannot learn a language after puberty. However, automatic acquisition from exposure to a second language seems to disappear after puberty, and foreign accents cannot be overcome easily after this age. Also, research reveals that "language-learning blocks" rapidly increase after puberty.

Parent hold two different set of views on when it is best to learn a second language. One group believe that it is best to start learning a second language as early as possible. The more firmly this view is held, the more strongly parents choose Early French Immersion. The other group believe that first-language learning should be well established before beginning a second language. For this group, the choice of a Late French Immersion program is more appealing. Some parents are confused about this issue and feel that all programs lead to the same outcomes. Interestingly the majority of Late French Immersion students feel that Early French Immersion students are at an advantage when it comes to speaking their second language. Therefore, it is not good enough for us to have students learn French, we also need to make sure that they will be comfortable using their second official language.

Research findings lead to the conclusion that there are differences among the outcomes of the three entry points. Wesche (1996) found that Early French Immersion students consistently outperformed Middle and Late French Immersion students overall and that Middle French Immersion students outperformed Late French Immersion students. The Early French Immersion students have demonstrated a strong capacity to comprehend message-focused material and to engage in oral discussions. Even academically capable Middle and Late French Immersion students could not equal Early French Immersion students in the oral use of language. See also Edwards (1989), Rogerson (1990) and Halsall 1994).

In a large school District in Ontario, it was concluded that Early French Immersion was the most democratic entry point, meaning that it offered the best chance for students from all backgrounds to acquire French-language skills. Furthermore, Early French Immersion has typically attracted as many boys as girls, whereas Late French Immersion typically attracts more girls than boys (Halsall, 1998). The Maritime study conducted in 1992 found that Early French Immersion provided more consistent achievement among students that did the Late French Immersion. When New Brunswick reviewed its French second-language programs (Rehorick 1993), the recommendation was made that there be an early entry point and an entry point to coincide with the Middle school entry point. It was concluded that no single entry point could be deemed best in meeting the needs of stakeholders and in providing satisfactory levels of achievement.

There have been numerous studies into the question of optimal age. The younger learner tends to be linguistic risk-taker while the older learner tends to be more inhibited. Young learners appear to have a less rigid social identity as members of a specific language and culture group. Consequently, young children may be less prejudiced and more open to other languages and to difference in general.

CORE FRENCH

The Core French Program was developed in response to the need for a minimum basic program that could be required of all students regardless of their second language aspirations. In New Brunswick, almost all parents have accepted the compulsory nature of the Core French Program.

Improving instruction in Core French means in part renewing teaching approaches and tools used in French classes. The Department of Education must encourage innovative methods such as AIM and block scheduling.

EARLY FRENCH IMMERSION

Early French Immersion is recognized across Canada as the best model. In New Brunswick, the Early Immersion Program contributes greatly to anglophone students acquiring both official languages. Each year, New Brunswick graduated over 300 anglophone students able to work in a bilingual setting. Eliminating the Early French Immersion Program would seriously jeopardize the anglophone community's ability to sustain its contribution to the required bilingual working force and would deny a wonderful learning opportunity to the students of Canada's only bilingual province.

Early French Immersion students acquire clearly much more French than students in any other FSL programs. Furthermore, Early French Immersion students do well in their other school subjects taught in French and suffer no loss in their English skills. There is evidence that on every score the immersion students progress very normally and in some respects, beyond their clear advantage in French, they seem to do even better in other curriculum subjects than their unilingual peers. Even children from a different language background and children with minor disabilities are found to be as responsive to immersion education as their counterparts are to unilingual education.

In March 2004, Statistics Canada reported data from PISA that showed that in every province, except Manitoba, students enrolled in French Immersion programs outperformed their counterparts in non-immersion programs in reading performance. In Manitoba, the results for immersion and non-immersion students were the same. The study examined whether the high performance of students in French Immersion programs was related to differences in family background. However, these differences alone did not explain the difference in reading performance. In fact, no one factor alone explained the high performance of these students. When gender, socio-economic background and parents' education were each taken into account, French-immersion students still outperformed their counterparts in non-immersion programs.

By maintaining an Early French Immersion in public schools, bilingualism is within the reach of all students who chose it.

Contrary to the perception that French Immersion is for "smart kids", Early French Immersion is designed for all students. As such, the academic and behavioural challenges that one would expect to find in the English track class room are also evident in the Early French Immersion Program. However, unlike the English track class room, resources are unavailable to assist those students who are struggling academically at ther present time. As a result, parents will often choose to move their children to the English track program believing that their need will be better met.

Howerver, researchers have found that immersion students with a variety of difficulties (from learning disabilities to low intelligence to behavioural problems) will do as well academically as they could be expected to do in an English program, provided they receive the same assistance as the would if enrolled in the English stream. Studies also indicate that immersion is not likely to be the cause of learning difficulties; the same problems would arise in any educational setting. Thus any child who can learn to communicate in his first language (even through sign language) can acquire a second language through the immersion process.

By providing Immersion programs with Methods and Resource support the Department of Education would prevent some of the pressure points felt by the English teachers who are concerned that students with difficulty in French Immersion are transferred to the English program. However, this does not mean that bilingual methods and resource teachers are needed. It means that French Immersion teachers need to have access to the advice of trained Methods and Resource teachers in order to support students in their classroom. However, each District would need a person, trained in FSL assessment to assess students that are identified as experiencing difficulties, meet with parents and provide recommendations for support within the French Immersion program. If the Immersion program has the proper resources, there is no reason a student with learning disabilities should be discouraged from being in the program. In fact, these students are the ones for which biligualism may be the biggest asset. Also, experts state that when students with learning disabilities do succeed in the immersion program, it gives them self-confidence that carries over into other subject areas.

Research as shown that it is not so much that students with exceptionalities can't learn a second language; it is that many people believe that these students can't. Because of this belief, decisions are made which are not based on a full understanding of how second language are taught and learned. As Dr. K. Arnett states: "Excluding students [.] sends the message that language study is for the academic elite, and denies these students a skill that can help set them apart in this multilingual world". (Arnett, 2006, p. 23)

Most parents who register their child in the French Immersion program have little or no French language training. Early French Immersion is designed for English speaking parents and children. Teachers report that some parents are unsure as to how they can help their child in their academic efforts. This can cause feelings of uncertainty and helplessness, and can result in parents moving their child to the English track program, especially if they perceive that their child is not improving academically. Providing support to French Immersion teachers in assisting students who are experiencing difficulties would go a long way in keeping students in the French Immersion Program.

GOOD FOR KIDS PROGRAM

This initiative was implemented in School District 18 with great success. The aim of this program was to provide Early Immersion students with an intervention program to help them complete the outcomes in reading and oral language skills needed to continue in the French Immersion Program. Furthermore, this initiative will help develop the skills of the homeroom teacher in serving students with special needs in the French Immersion program.

Research indicates that the greatest success in developing literacy skills is reached when efforts are begun in the early years of schooling.

This program required teachers to identify those students who are experiencing difficulty in the areas of reading and oral language development and who would benefit from intervention in order to continue in the French Immersion Program. A supply teacher was hired to replace a group of Grades 1 to 5 French Immersion teachers during the day (+ or - 40 minutes per sessions) French Immersion homeroom teachers, during this time, worked with identified students. Teachers worked with one or more student(s) at a time. They worked closely with the Methods and Resource teacher when required to seek advice and strategies in supporting these students. Activities presented encouraged the development of literacy and numeracy skills and will supported students in developing necessary second language skills.

This project has been tried in District 18 and following are a few comments received from principals (more comments are available should the Minister wish to read them):

The teachers unanimously reported positively about the effectiveness of this program. Specifically they appreciated:

1. Having time to work themselves with students who are experiencing as difficulty. They feel strongly that this approach (i.e. with the supply teacher teaching the rest of the class to free them) is the best arrangement for everyone.
2. They noted very positive comments from parents, who appreciate their child having this extra. Both parents and teachers have felt the time is well spent in getting some students over hurdles.
3.They were very satisfied with the supply teacher's ability to slide into each class and pick up where the students had left off.
In summary, the program has been very effective in addressing individual needs of students and helping students progress from whatever starting point they are. I hope it can be continued in the new year!

Thank you very much for this support!

The Good For Kids Project at Park Street School went very well. Both the students involved in the project and the teachers appreciated the extra time made available to remediation.
The program was successful because:
1) The classroom teacher got to know the needs of their students and were better able to provide effective remediation;
2) The supply teacher did a good job of teaching the entire
class and/or working with individuals depending upon the classroom teachers' focus;
3) The individual needs of each struggling child were better met;
4) The teachers were able to give the remediation during class time so parents did not have to make alternate arrangements. This meant that all students were able to attend:
5) Since the remediation was done during class time even those unmotivated to attend after hours sessions were given help.

Park Street School has been so impressed with this program that we feel it
would be something we would like to see in our English program as well and
make the concept part of our school's general remediation program.
Due to the success of our first attempt at implementing The Good For Kids Project at our school we would like to repeat this project later on in the year and we are requesting funding in order to reoffer it.

It is very obvious to all of us why this is a Good for Kids Project!!!

Both teachers and students have responded very positively to this program. The students receive the help needed and it provides the classroom teacher with another professional opinion of children's individual progress. Personally I think it makes the immersion teacher feel that they are more apart of the system. It has helped some children remain in the immersion program. The students are not even aware of what is happening because the two teachers integrate themselves into the classroom well.
If you need more I know you will let me know.

Grades 3 - 4
FSL Programs: Core Frenchn Early French Immersion
Action:
Continue offering Core French at the Grades 3 and 4 in blocks of time (50 minutes, four times per week) using the AIM resources;
Continue offering Early French Immersion;
Provide flexible grouping for blended delivery of English Language Arts, Physical Education, art, theatre and music (in English) between Core French and Early French students;
Provide access to expert advice from Methods and Resource teachers to guide French Immersion teachers in supporting students with learning difficulties;
Support innovative programs, such as Good For Kids, to provide time for French Immersion teachers to work directly with students who are experiencing difficulty in their classroom.
Provide flexibility for class organization (class size) based on students' needs not on Teacher Collective Agreement.

Discussion, rationale and requirements:

By providing English Language Arts starting in Grade 3 and proving opportunities for flexible grouping of students between programs, parents would see that students in the French Immersion Program are required and able to cover the same curriculum outcomes. Furthermore, it would provide students the opportunity to work on group projects in English with students who have not opted to enter the French Immersion Program and create a true school bilingual learning culture before introducing the Intensive French in Grade 5 for those students who have not opted to enter the French Immersion Program.

Grade 5
FSL Programs: Intensive French Early French Immersion
Action:
Introduce the Intensive French Program for all students
Continue offering Early French Immersion;
Provide flexible grouping for blended delivery of Physical Education, art, theatre and music (in English) between Core French and Early French students;
Provide access to expert advice from Methods and Resource teachers to guide French Immersion teachers in supporting students with learning difficulties;
Support innovative programs, such as Good For Kids, to provide time for French Immersion teachers to work directly with students who are experiencing difficulty in their classroom.
Provide flexibility for class organization (class size) based on students' needs not on Teacher Collective Agreement.

Discussion, rationale and requirements:

Over the past few years, exciting innovations with more intensive forms of Core French have been piloted. Although not as strong as French Immersion programs, the Intensive French Program in various provinces across Canada has produced interesting results. You can learn more by referring to the studies by Lapkin, Hart & Harley, and Netten & Germain. Intensive French is a Core French program that provides students with a significant increase in instruction in French over a given period (5 months), during which the regular curriculum is condensed. Intensive French has been on the second language scene for a short time, but it is already commanding a lot of attention. Intensive French is an innovative approach that was introduced in Newfoundland and Labrador in 1998 as a boost to core French and not as a replacement to French Immersion.

The addition of the Intensive French program to the province's offerings can bring renewed attention to French as a desirable addition to a child's education and open up programming possibilities in secondary elective courses offered in French.

Preliminary analyses of a three-year follow-up study of 824 students in Newfoundland and Labrador indicate that students who continue in regular Core French for three years after their Intensive period in Grade 6 have maintained (but not increased) oral production, written production and reading skills acquired during the intensive year (MarcFarlane, 2005, p. 15) Beyond the Grade 9 level, there has been no research which has tracked the progress of the Intensive French students in Newfoundland.

Grades 6, 7, 8
FSL Programs: Post Intensive French EFI LFI

Action
Introduce the Late French Immersion Program at Grade 6 in area where parents did not have the option of registering their child in an Early French Immersion program and where numbers warrant;
Introduce a Post Intensive French for students who which to continue with their French but not enter a Late French Immersion Program;
Continue providing and supporting a strong Early French Immersion Program (70% of instruction in French)
Provide flexibility for class organization (class size) based on students' needs not on Teacher Collective Agreement.

Discussion, rationale and requirements:

LATE FRENCH IMMERSION

When students enter grade 6 French Immersion they already have been in school for 6 years. Some of the students who struggled in school during the first 6 years do not choose Immersion believing that the extra burden of another language would only make school more difficult. When a student is asked to learn another language in grade 6, where the content of all the courses is very complicated, it demands a great effort of the students especially for the first few months of the program. Students at that age are not always willing to take on the extra work. Therefore, the Late immersion class tends to be a more homogeneous group of students.

To avoid streaming at the Middle level, the Late Immersion Program should only be introduced in areas where parents did not have the option of registering their child in an Early French Immersion program due to lack of numbers or accommodation.

Post Intensive French should be offered to all students. Again, every effort needs to be made to continue delivering this program in blocks of time.

Flexible grouping of students should be considered for subjects taught in English and for cultural activities delivered in French thus contributing to a bilingual culture at each school.

Grades 9, 10
FSL Programs: Core French EFI LFI

Action
Offer French Immersion courses so that students have the opportunity to maintain a minimum of 50% of their instruction in French
Design French courses at Grade 10 level that require involvement with local business requiring French proficiency (i.e. Coop) so that students recognize early on of the importance of their second language proficiency.
Work with guidance counselors to better inform them of what is available for students that have competency in both official languages.
Offer online FSL courses (Distance Education)

Discussion, rationale and requirements:

In a National survey, teachers identify a perceived lack of support and respect for French by school administrators as a great challenge to meeting expectations.

Negative attitudes towards French have been documented in the literature (APEF, 2003; Marshall, 2002; Richards 2002). According to this research, groups that need more information about the importance of French in Canadian society include guidance counselors, superintendents and school trustees.

Grades 11, 12
FSL Programs

Action
Offer courses in French to all students regardless of program that they have chosen and let them choose courses they feel would best meet their needs for future career and/or job endeavors.
Design French courses that require involvement with local business requiring French proficiency (i.e. hospital, Elementary schools etc) so that students recognize the importance of their second language proficiency.
Work with guidance counselors to better inform them of what is available for students that have competency in both official languages.
Offer online FSL courses (Distance Education)
GENERAL COMMENTS AND CONCLUSION

Higher proficiency level in all students will not be achieved by eliminating what works but by improving what does not work in our system.

Research carried out in the area of second language acquisition, as well as in the area of language teaching in general, has lead to the revision of instructional approach. This research has revealed that second language acquisition is most effective when:

the language is considered as a tool for learning rather than as a subject to be learned;
oral and written communication are used for authentic and natural purposes;
students are exposed to a variety of good quality language models;
learning activities encourage students to interact, and provide them with frequent opportunity to express themselves both orally and in writing;
students are encouraged to hypothesize about how the student language works and to verify these hypotheses, at the risk of making mistakes;
evaluation methods are consistent with the instructional approaches used.

Keeping high expectations for all programs is essential. The Department must state clearly the expectations (acceptable level) and the goal for each program. Furthermore, it must report results in the same manner as it does for any other program to avoid the confusion that it is creating at the present time.

The Department of Education should consider establishing a provincial FSL Advisory Committees to ensure that FSL programs remain vibrant and meet the standards set by the government. This committee of FSL educator, parents, school administrators and District Education Council members would have the mandate to ensure the long-term success of FSL programs in New Brunswick. They would monitor closely the allocation of funds and would work closely with FSL Supervisors in each District to ensure that current resources are available and that appropriate curriculum is being delivered.

French Second Language instruction is essential to maintain the future bilingual status of our province. We owe this priceless heritage to future generations. It is hoped that the present plan will help the Minister in his decision of improving French Second Language learning for all children in the Anglophone school system while respecting the parents' desire for quality education for their children.