What the Research Says:

 

Over 30 years of research has produced overwhelming evidence that immersion work.

Research findings are highlighted here.

Early Immersion:

·        Although students in early immersion may experience an initial lag in their development of English literacy skills, after the introduction of English language arts, studies reveal these students quickly catch up and may outperform their peers in the English program.

For the first three to four years, early immersion students are totally immersed in a French only environment.  Gestures, pictures, objects, acting, poems and songs children recognize from reading or singing in English, as well as reading, writing and the overall classroom routine support the language used by the classroom teacher.

Once English language arts are introduced in grade 3 or 4, reading skills learned in French are effectively transferred to English.  According to researchers Swain and Lambert, early exposure to learning a second language poses no threat to first language development.  In fact, studies show that knowledge of a second language can even enhance skills in the first language as skills students learn in one language can be transferred to another.

·        Studies suggest that early French immersion students beginning school in a French only environment experience no more stress than their peers in an English classroom.

It is natural for parents to be anxious and nervous when their child goes to school for the first time.  Researchers Tardif and Weber found,

The fact that not understanding the teacher’s language seemed only a minor nuisance to the children…children are more tolerant of ambiguity…even in their own language [they do not always] understand everything adults say.  [They] do not feel as socially awkward about not understanding as adults… ³    

Any difficulties observed were school related rather than language related.  Separation anxieties, organization, schedules, classroom behavioural expectations and adapting to the overall school routine provided challenges to children in both programs.

Young children have boundless curiosity and few inhibitions that enable them to embrace the challenge of learning a second language.  Because the second language is learned as a young child would learn to speak her/his first language, early immersion students view learning French as a fun and enjoyable experience.

·        Research shows that early immersion students perform as well or better than their English counterparts in other subjects such as math, science and social studies.

Based on their research, Bournot-Trites and Reeder conclude,

…the students who had acquired their mathematical knowledge in French were able to retrieve it in English.  Concepts learned in one language could be expressed in the second language without any cost. ⁴

Late Immersion: 

Because this model of immersion is newer than that of early immersion, the research is not as extensive.  However, the research is positive.

·        Since the decision to enter late immersion (LI) is usually based on the aspirations of the student, studies reveal that LI tends to appeal to students who like school, who are motivated, are risk-takers, hard workers and are academically strong.

From my own experience as a late French immersion teacher, students enrolled in the program need not have exemplary marks on his/her report card to succeed in the program.  My experience and observations confirm that successful late immersion students are those who like challenges, are curious, know how to study, strive for realistic goals and not perfection, are not easily frustrated by setbacks, are able to work as part of team, and most importantly, are able to laugh at him/herself.

·        Despite an initial lag that may extend longer than that in the early immersion program, research reveals that late immersion students progress and perform as well as their English and early immersion peers in both English language arts and other subject areas.

Students who enroll in late French immersion along with their parents can expect a period of storm and stress.  This period may last a few weeks or even a few months until the students adapt and adjust to the new language, the extra demands of the program and to the new school routine and environment.

·        Studies show late French immersion students have a positive attitude toward the target language, the culture and the people.

·        Observations by, and experiences of, late French immersion teachers conclude that students enrolled in the program based on their parents’ wishes rather than their own, have a negative attitude toward the program. Such students often do not succeed in the program and end up abandoning it after the first year.

It is very important that entry into the late immersion program be a decision generated by the student and supported by the parent(s).

Summary:

Research into both early and late immersion programs reveals:

Ø      There is no loss or deficiency in the development of first language skills when learning a second language.  In fact, there is much to suggest learning a second language enhances and enriches the development of the thinking and language skills of the first language.

Ø      There is a greater awareness of the nuances, subtleties and the workings of language among second language learners in comparison to their unilingual peers.

Ø      There is disagreement among researchers about the level of proficiency attained by EFI students compared with LFI students upon graduating from high school.  Some studies suggest there is no difference while others have shown considerable differences between the two groups.

Ø      That both groups of students (EFI and LFI) graduate from the program with a solid foundation in French language proficiency, especially in the areas of reading and listening (receptive skills).  However, studies show, and graduates acknowledge, that writing and speaking skills (expressive skills) are below those of a native French speaker.  Nevertheless, immersion graduates have developed a level of functional bilingualism that enables them to understand and to be understood by a Francophone. 

Total bilingualism is an unrealistic expectation of immersion programs.  There are simply not enough hours or enough real life opportunities during the program to hone the skills needed to become a fluent French speaker.  As with any skill, on-going practice and use of French, preferably in authentic settings, will help the student to maintain and improve the skills learned during his/her career in immersion.

3.  Brehaut, P. & Slevinsky, R. (2002).  Handbook for French Immersion Administrators. Alberta:  Alberta Learning.  French Languages Services Branch, p.5.

This site was last updated 02/03/10