Overview: This page outlines how the French Immersion program began, what it is, and how it works. It is intended to introduce the Immersion program as a whole, before examining it in the context of the Mission school district.

French Immersion, is a pedagogical teaching method aimed at teaching the French language to students who already speak English and want to learn French as a second language. From the very beginning of the program, parental advocacy and support has been integral in keeping the French Immersion program alive in the Canadian education system. In 1965, a group of english-speaking parents in Saint Lambert, Montreal in Quebec, were no longer happy with the French language proficiency levels their children were receiving through the Core French classes, which were classes that took place on a short interval basis with no emphasis on learning how to use the language to communicate. This prompted this group of parents to reach out to the school board to hear their idea for a fully immersed classroom that was aimed at teaching French to English-speaking students. 

The Official Languages Act in 1969, which recognized both French and English as the official languages of Canada, and the subsequent Official Languages in Education Program in 1970, which provided government support for minority and second-language education across the country, transported the Saint Lambert’s Immersion program across the country. British Columbia’s first French Immersion class started at the beginning of the 1968-1969 school year at Alderson Elementary School in Coquitlam, with a kindergarten class of 32 students. 

There are two different versions of the French Immersion program available: Early French Immersion and Late French Immersion. Early Immersion is designed to be followed from kindergarten through to Grade 12, the education it provides is equivalent to that of the English program, the only difference being the language of instruction.The early immersion program offers 100% of instruction in French from kindergarten through to Grade 2, 80% French instruction and an introduction to English language arts in Grades 3 through 7, between Grades 8 and 10 between 50 to 75% of instruction should be taught in French, and in Grades 11 and 12 no less than 25% of instructional time should be in French. The second is Late Immersion and is designed to be followed from Grade 6 through to Grade 12, students receive the first 6 years of their schooling in English and the subsequent 7 in French. Students who complete either the early or late Immersion programs are awarded a dual diploma at high school graduation which recognizes their native-like proficiency skills that the program recognizes as its core outcome. The French Immersion program is designed to immerse students in a French environment, equivalent to the one in which a student following the English track would be in. Classrooms and their materials are exclusively in French to promote language acquisition. The goal of French Immersion is to foster an appreciation for Francophone cultures and embracing bilingualism. 

Although not they are not part of the French Immersion program, there are two other options for French education in British Columbia and Canada. The first of these is the Core French program, which is a program that uses a more traditional second-language learning and teaching approach. In this program, the French language is the subject of instruction compared to the French Immersion where French is used to teach other subjects. Some Core French is started in the later years of elementary school, but the program is more common as a Core subject in Grades 8 through 10 and offered as an elective language in Grades 11 and 12. The Core French program aims to teach students how to communicate with purpose and confidence and expand their understanding on Francophone culture and the opportunities a second language can offer. The second program is the Francophone which is designed to teach students whose parents’ first language is French. This program all instruction is taught in French, with the exception of English Language Arts. The goal of the program is to give students with a Francophone background the opportunity to learn in a francophone environment, allowing them to develop their personal identity as a Francophone. 

French Immersion is an optional program that the school districts can offer, as it is not something that was super-imposed on the communities by the provincial or federal governments, This means that by offering the French Immersion program, schools are able to extend choice within the public education system. The program is open to all, there are no requirements for acceptance, as long as there is room in the program, any student is welcome. The program is also very cost efficient as the only requirements to operate a French Immersion class is a teacher and a classroom, no different than a typical English classroom, and most French teaching materials are funded by the federal government. 

In a poll conducted in the early 2000s, the results confirmed that Canadians value learning in both of the country’s official languages. Results also indicated that speaking more than one language is a valuable asset. By having the opportunity to learn a second language, children often display enhanced cognitive development and intellectual growth. Parents choose to enrol their children in French Immersion because the program offers many benefits. The benefits include:

  • A lifelong ability to communicate with French-speaking people in Canada and around the globe
  • A facility for learning other language
  • A greater range of career options
  • Enhanced creativity and problem-solving ability
  • A deeper understanding of their own and other languages and cultures
  • And, access to French-language books, films, and other media

If doors are to be opened to the world, then we’re all going to need new skills. Language is one of them. It is the key to taking advantage of the world’s complexities, particularly when you come from a medium sized country like Canada.

His Excellency John Ralston Saul, 2002

The program saw a great amount of success in British Columbia and across Canada. Much of the success of the program is due to the undying support from the students and their parents, as well as organizations like the Canadian Parents for French (CPF). The CPF, established in 1977, are a national network of volunteers who are dedicated to promoting and creating ample opportunities for Canadian students to learn French as a second language. Across Canada, there is a total of 150 CPF branches with 14,000 members, 45 of these are located in British Columbia, reflecting the province’s passion for the language. The CPF helps to organize festivals, public speaking opportunities, cultural activities, and summer camps to immerse French Immersion students in the French language and culture outside of the classroom environment. These events are important to help maintain French learning, especially in the province of British Columbia which is dominated by the English language. 

References:

Canadian Parents for French. “The Future of French Immersion in School District 75 (Mission): A Response to the Board of Trustees Decision to Cut the French Immersion Program at Edwin S. Richards Elementary.” May 28, 2002. Mission Community Archives, Mission, BC.

“French Immersion and French Minority-Language Education.” Accessed March 24, 2021. http://www.ucs.mun.ca/~emurphy/fiprograms.html

“French Immersion Celebration Week marks 50 years of French immersion in B.C.” Government of British Columbia, 2019. Accessed March 24, 2021. https://news.gov.bc.ca/releases/ 2019EDUC0013-000147

“French Immersion Programs.” Government of British Columbia. Accessed March 24, 2021. https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation- policy/public-schools/french-immersion-program

Von Baeyer, Cornelius, and Eliza Von Baeyer. “Three Decades of French Immersion in Canada: Its Beginnings, Enduring Popularity and Expected Future.” Bulletin of the Deccan College Post-Graduate and Research Institute 62/63 (2002): 105-115. https:// www.jstor.org/stable/42930608