The purpose of this study was to understand the experience of “school shifters” in Manitoba. School shifters are students who transferred from French immersion to French-language schools, thus changing schools and divisions for their secondary education. Through a study of the ethnolinguistic environment surrounding three cases, this study focuses on the local context, social practices, power elements and individual agency surrounding each case. By using a reflexive, ethnolinguistic case study methodology, this study treated each participant as a case while including the researcher’s own experience. Data was collected through in-depth, semi-structured interviews (Fontana & Frey, 2000) and analyzed. Results showed that the participants’ experience had an impact on their beliefs with regards to the local context, social practices, power elements, identity formation and the importance of making new friends. This study concludes with a call for action that suggests improvements for French immersion and French-language programs in Manitoba.

The purpose of this study was to understand the experience of “school shifters” in Manitoba. School shifters are students who transferred from French immersion to French-language schools, thus changing schools and divisions for their secondary education. Through a study of the ethnolinguistic environment surrounding three cases, this study focuses on the local context, social practices, power elements and individual agency surrounding each case. By using a reflexive, ethnolinguistic case study methodology, this study treated each participant as a case while including the researcher’s own experience. Data was collected through in-depth, semi-structured interviews (Fontana & Frey, 2000) and analyzed. Results showed that the participants’ experience had an impact on their beliefs with regards to the local context, social practices, power elements, identity formation and the importance of making new friends. This study concludes with a call for action that suggests improvements for French immersion and French-language programs in Manitoba.

In 2003, the Government of Canada embarked on an ambitious initiative to double the number of young Canadians proficient in both official languages, English and French, by 2013 (Genesee, 2007). The increase in the number of students enrolled in French immersion classrooms has materialized into a simultaneous increase in the variety of learning styles, range of academic achievements, and types of reading difficulties being experienced by students (Mannavaryaryan, 2002). Therefore, school systems and educators now need to explore new instructional strategies to address these additional challenges present in French immersion classrooms across Canada. However, educators are being bombarded with program publishers making claims that their type of learning method or style will increase student achievement (Genesee, 2007).<p> Students in the early literacy stages in French immersion programs, kindergarten up to and including Grade eight, must be able to read and comprehend increasingly complex content in French as they progress from year to year (Bournot-Trites, 2008; Deacon, Wade-Woolley, & Kelly, 2006). Teachers need to be able to identify students who may be at risk for reading difficulties as early as possible in order to provide these students with additional supports (Bournot-Trites, 2008; Genesee, 2007).<p> For a certain percentage of students, early literacy learning can be challenging enough in their first language let alone in a second one (Fisher & Stoner, 2004). Therefore, the purpose of this study was to explore: (1) the methods and strategies that Saskatchewan French immersion teachers are currently employing in their K-8 classrooms; and (2) the interventions they use to assist students having difficulty with the acquisition of reading in French immersion. One hundred and twelve elementary French immersion educators from ten out of the eighteen Saskatchewan school divisions, who have French immersion schools, participated in this study. The teachers completed the French Immersion Teacher Survey (FITS) on-line via the SurveyMonkey (2010) website. Out of the 112 respondents, 95 educators (85%) completed the survey. Seventeen surveys were started, but not completed.<p> Educators rated the amount of instructional time they devoted to seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) within their French reading and language arts programs on a scale of a lot to none (see Figure 3). Fifty-two (54.7%) teachers spend a moderate amount of time on shared reading as an instructional strategy to teach reading in French immersion and three (3.2%) spend a lot of time using computer software programs with their students.<p> Educators rated the effectiveness of the seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) as effective reading strategies to use with students who are have difficulties with the acquisition of reading in French on a scale from: very effective to not at all effective (see Figure 4). The majority of Saskatchewan French immersion educators (63 or 66.3%) rated guided reading as the most effective instructional strategy to teach reading to their students who are struggling with the acquisition of reading in French, and 38 (40.4%) rated independent or silent reading as a mildly effective strategy.<p> A teachers selected reading instructional strategies and methods are influenced by many factors: (1) the workshop, (2) the district curriculum policy, (3) teacher implementation of targeted reading strategies, (4) teachers perceptions of their own instructional efficacy, and (5) teachers perceptions of students academic needs and performance (Nichols et al., 2005). After reviewing the results of the FITS, perhaps educators will be better informed on what reading methods and strategies the majority of Saskatchewan teachers are currently using in their classrooms to assist their students with the acquisition of reading in French immersion.

In 2003, the Government of Canada embarked on an ambitious initiative to double the number of young Canadians proficient in both official languages, English and French, by 2013 (Genesee, 2007). The increase in the number of students enrolled in French immersion classrooms has materialized into a simultaneous increase in the variety of learning styles, range of academic achievements, and types of reading difficulties being experienced by students (Mannavaryaryan, 2002). Therefore, school systems and educators now need to explore new instructional strategies to address these additional challenges present in French immersion classrooms across Canada. However, educators are being bombarded with program publishers making claims that their type of learning method or style will increase student achievement (Genesee, 2007).<p> Students in the early literacy stages in French immersion programs, kindergarten up to and including Grade eight, must be able to read and comprehend increasingly complex content in French as they progress from year to year (Bournot-Trites, 2008; Deacon, Wade-Woolley, & Kelly, 2006). Teachers need to be able to identify students who may be at risk for reading difficulties as early as possible in order to provide these students with additional supports (Bournot-Trites, 2008; Genesee, 2007).<p> For a certain percentage of students, early literacy learning can be challenging enough in their first language let alone in a second one (Fisher & Stoner, 2004). Therefore, the purpose of this study was to explore: (1) the methods and strategies that Saskatchewan French immersion teachers are currently employing in their K-8 classrooms; and (2) the interventions they use to assist students having difficulty with the acquisition of reading in French immersion. One hundred and twelve elementary French immersion educators from ten out of the eighteen Saskatchewan school divisions, who have French immersion schools, participated in this study. The teachers completed the French Immersion Teacher Survey (FITS) on-line via the SurveyMonkey (2010) website. Out of the 112 respondents, 95 educators (85%) completed the survey. Seventeen surveys were started, but not completed.<p> Educators rated the amount of instructional time they devoted to seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) within their French reading and language arts programs on a scale of a lot to none (see Figure 3). Fifty-two (54.7%) teachers spend a moderate amount of time on shared reading as an instructional strategy to teach reading in French immersion and three (3.2%) spend a lot of time using computer software programs with their students.<p> Educators rated the effectiveness of the seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) as effective reading strategies to use with students who are have difficulties with the acquisition of reading in French on a scale from: very effective to not at all effective (see Figure 4). The majority of Saskatchewan French immersion educators (63 or 66.3%) rated guided reading as the most effective instructional strategy to teach reading to their students who are struggling with the acquisition of reading in French, and 38 (40.4%) rated independent or silent reading as a mildly effective strategy.<p> A teachers selected reading instructional strategies and methods are influenced by many factors: (1) the workshop, (2) the district curriculum policy, (3) teacher implementation of targeted reading strategies, (4) teachers perceptions of their own instructional efficacy, and (5) teachers perceptions of students academic needs and performance (Nichols et al., 2005). After reviewing the results of the FITS, perhaps educators will be better informed on what reading methods and strategies the majority of Saskatchewan teachers are currently using in their classrooms to assist their students with the acquisition of reading in French immersion.

French immersion is a program that some non-native French parents in Canada choose for their children. Some time allocation models for French immersion programs mean that students in French immersion classes will study mathematics in French and in English at different times during their educational careers. This study follows an elementary class of French immersion students from grade three, when the language of mathematics instruction is French, to grade four, when the language of mathematics instruction changes to English. Using Sfard’s four categories of discourse: routine, endorsement, visual mediators, and word use, transcripts of audio recordings of teacher and student language in the classroom were analysed. The characteristics of the teacher and student discourse, as well as the similarities and differences between mathematical discourse in the French language and English language mathematics classrooms were described. The data was characterised by two routines: a question-response-endorsement routine, and an exploratory routine. Although both routines were found in both the French language and the English language classrooms, there were differences as well as similarities in the routines, as well as in word use, visual mediators, and endorsement, between the teacher and the student language, as well as between the two language settings. Limitations to this study, as well as the role of talk in the mathematics classroom, are discussed.

This mixed-methods project was designed to answer four questions around the quality of oral production of French Immersion students: How does the nature of the interactions between intermediate-level FI students provide possibilities for them to engage in peer oral corrective feedback (OCF)? To what extent do students engage in peer OCF following targeted instruction in the technique? If peer OCF is taking place, to what extent is it having an impact on the accuracy of the targeted forms for correctors and correctees in terms of noticing and production? How comfortable (or willing) are students with providing and receiving OCF to and from their peers (both higher & lower proficiency)? A pre- & post-test, and questionnaire, format was used, and detailed analysis of participants in L2 interaction was carried out. The results indicated that the target structures and the OCF techniques may have been too cumbersome to elicit any improvement, or to elicit much peer OCF. However the conversation analysis indicated that in certain circumstances intermediate FI students could participate in sustained L2 interaction, and that within their interactions there were many openings for other forms of active assistance between learners.

The study evaluated the effects of a Family Literacy program on Grade 1 French Immersion (FI) children’s language and literacy development. Family Literacy programs aim to encourage parents’ involvement in their children’s early literacy development and are associated with children’s increased performance on measures of early literacy. FI students typically lag behind their English program (EP) peers in English reading. It was hypothesized that a Family Literacy program for FI children would assist them in developing their English and French language and literacy skills. The study involved 71 Grade 1 children. The sample included both FI and EP children and their parents. The FI sample included a group of families who participated in the Family Literacy program and a control group of families who did not receive the intervention. The EP sample acted as a second control group. All children were administered a battery of language and literacy measures in English and in French (FI only) at three time points throughout Grade 1. Results showed that FI children who participated in the program made significantly larger gains in English writing than the FI control group. In addition, findings suggest that gains made by FI children following their participation in the program did not differ from those made by their EP peers who did not attend the program. Qualitative findings provide evidence that FI families who participated in the Family Literacy program increased their engagement in home literacy activities throughout the program, indicating that they adopted the strategies and techniques that were promoted by the program.

The study evaluated the effects of a Family Literacy program on Grade 1 French Immersion (FI) children’s language and literacy development. Family Literacy programs aim to encourage parents’ involvement in their children’s early literacy development and are associated with children’s increased performance on measures of early literacy. FI students typically lag behind their English program (EP) peers in English reading. It was hypothesized that a Family Literacy program for FI children would assist them in developing their English and French language and literacy skills. The study involved 71 Grade 1 children. The sample included both FI and EP children and their parents. The FI sample included a group of families who participated in the Family Literacy program and a control group of families who did not receive the intervention. The EP sample acted as a second control group. All children were administered a battery of language and literacy measures in English and in French (FI only) at three time points throughout Grade 1. Results showed that FI children who participated in the program made significantly larger gains in English writing than the FI control group. In addition, findings suggest that gains made by FI children following their participation in the program did not differ from those made by their EP peers who did not attend the program. Qualitative findings provide evidence that FI families who participated in the Family Literacy program increased their engagement in home literacy activities throughout the program, indicating that they adopted the strategies and techniques that were promoted by the program.

This instrumental qualitative case study sought to explore the experiences of four Ontario elementary French immersion teachers with the factors that influence elementary student attrition, where French is the minority language. The study used the social constructivist approach to learning and development (Vygotsky, 1978), as well as the principles of interaction and continuity in experience (Dewey, 1971), to show that experience shapes learning within a social context. The three research questions that guided this study were: 1) According to a group of Ontario elementary French immersion teachers, what academic and social factors influence student attrition from French immersion?; 2) How are this group of teachers’ current teaching practices affected by their previous experiences with the academic and social factors that influence student attrition in French immersion, by their personal and professional learning experiences, as well as by their social context?; and 3) How might these teachers encourage students to stay in or leave French immersion? Two semi-structured individual interviews with each of the four participants were conducted. The interviews were audio recorded and transcribed verbatim for coding and analysis. Results suggest that academic and social factors influence student attrition, that the teachers regularly change their teaching approaches and strategies to address student attrition and to help their students learn French, and that the teachers have experience encouraging students to stay in and leave French immersion. The findings of the present study contribute to the literature on French immersion teachers’ experiences with the factors that influence student attrition.

Through this study I have provided an understanding of what French immersion was like for children who left the program. I have considered an important aspect of the French immersion program that has been neglected in the research literature. My main research question was: What were the experiences of French immersion students who withdrew from their program during the elementary years? Subsequent questions included: How did they deal with repeated failure? How did they cope with the frustration? How did these failures and frustrations change after they left the French immersion program? How do they make sense of their experiences?<p>In this study, I listened to students voices to gain insights that lead to an understanding of how they make sense of what school was like for them during their years in French immersion. Using narrative inquiry, I focused on the lived, storied experiences of students who have not succeeded in a French immersion program. By listening to the students storied conversations, I have developed a deeper understanding of failed immersion experiences than that which is currently provided in the literature.<p>The six students in this study were aware of their lack of progress in the French immersion program and were unable to become active participants in the classroom community. The inability to become engaged further marginalized them as learners and led to the development of school stories about them. These school stories soon became designated identities with which the children had to cope. <p>By honoring the experiences of the students and including their voices, I have outlined information to aid educators to make decisions for more appropriate programming choices. This information demonstrates the need for timely intervention for some students to improve their school experience. Parents, teachers, and policy makers can then make decisions with the added knowledge provided by the students stories.