June 2004
Program Review
A Review of French Immersion Programming
Medicine Hat School District No. 76
Table of Contents
Table of Contents .............................................................................................................. 2
Background ....................................................................................................................... 3
French Immersion Programming: A Definition ............................................................ 3
Methodology for Review................................................................................................... 4
French Immersion General Comments .......................................................................... 5
Connaught School ............................................................................................................. 6
Program Overview .......................................................................................................... 6
What is working well in the program?............................................................................ 6
What are the challenges? ................................................................................................ 7
What are the gaps? .......................................................................................................... 8
What are the future directions for the program?............................................................. 9
Program recommendations ........................................................................................... 10
Crescent Heights High School........................................................................................ 13
Program Overview ........................................................................................................ 13
What is working well in the program?.......................................................................... 14
What are the challenges? .............................................................................................. 14
What are the gaps? ........................................................................................................ 16
What are the future directions for the program?........................................................... 16
Program recommendations ........................................................................................... 17
General Recommendations ............................................................................................ 19
Alternate strategies: ...................................................................................................... 20
Appendix 1....................................................................................................................... 22
Program Review Recommendations 1991.................................................................... 22
French Immersion/Core French Meeting 1999............................................................. 24
Program Recommendations 2003 ................................................................................. 25
General...................................................................................................................... 25
Contributing Factors ................................................................................................. 26
Options/Considerations............................................................................................. 27
Elementary ................................................................................................................ 28
2
Background
At their January 28th, 1985 meeting, the Medicine Hat School District Board of Trustees
adopted a motion to implement a French Immersion Program beginning with E.C.S. and
Grade 1 for September 1, 1985. Now, almost 20 years later, the French Immersion
program has grown to provide French Immersion programming to 300 students in grades
K – 12. Connaught School serves as a K-6 dual track immersion school, and Crescent
Heights High School provides immersion programming as part of their dual track
program to students in grades 7-12.
In 1991, a review of French immersion programming was conducted by the Board. This
review generated 23 specific recommendations. In 1999, a memo was sent to program
staff regarding French Immersion and Core French. In 2003, a parent meeting was held at
Crescent Heights to discuss challenges and concerns that were emerging in the French
Immersion program. It is interesting to compare the recommendations that were made in
1991, 1999 and 2003 with those of this program review (see Appendix 1).
French Immersion Programming: A Definition
Since French is one of Canada’s two official languages, many parents want their children
to have opportunities to learn French. Learning French is considered important both to
enhance opportunities for living and working throughout Canada and the world as well as
to foster a greater understanding between French-speaking and English-speaking
Canadians. Alberta Learning encourages opportunities for all Alberta students to learn
French by making available French immersion programs, French second language
courses and related services 1 .
The French Immersion Program qualifies as an alternative program under section 21 of
the School Act.
In French Immersion, French is the language of instruction for a significant part of the
school day; that is, several or all subjects are taught in French. Immersion is designed for
students whose first language is not French. The objective is full mastery of the English
language, functional fluency in French, as well as an understanding and appreciation of
the French culture. The expected outcome is related to the total amount of exposure to the
language. Students continue to take French language arts and receive instruction in
French in at least one other 5-credit course. French language versions of most senior high
school courses are available. Students taking courses that have diploma examinations
may write these examinations in French or in English.
Unique to this program is the national organization, Canadian Parents for French. CPF
works with teachers, principals, administrators, trustees, and other community leaders to
maintain and strengthen French second language programs in Canadian schools.
1
Alberta Learning, 2004
Methodology for Review
For the purposes of this review, the review team focused on exploring four key areas
within any given program. The intent was to provide consistency in reporting and to
provide a simple yet appreciative and non-threatening approach to program review. These
four areas involved answering the following questions:
What is working well within the program?
What are the challenges faced by the program?
What are the gaps that are evident in the program?
What are the possible future directions of this program as you see them?
Parents were invited to attend a focus session to articulate their answers to the
aforementioned question. In addition, program staff were asked to complete a series of
reflective questions contained within a discussion framework which focused on
improving student learning in the individual programs.
Except where noted, the final report is a synthesis of the data collected from the
discussion framework, school visits and interviews with staff, parents and students. Data
has been organized thematically to show program strengths, challenges, gaps and future
program directions. Where the opinion expressed is that of a specific group (i.e. program
staff or the review team), it is duly noted.
In addition, specific program recommendations and general program recommendations
have been made with respect to improving student learning within the context of French
Immersion programming.
It is important to note that the program review in no way intends to evaluate teaching
practice or program delivery. Certain best practices are noted where, in the opinion of the
review team, French Immersion programming as a whole could benefit from considering
implementing specific strategies.
The program review team would like to thank all those people who gave generously of
their time to facilitate this program review. We would especially like to recognize the
hard work and efforts of all staff who dedicate their talents to providing high quality
educational opportunities for those students accessing French Immersion programming.
Mark Bevan
Dr. Carol Fedrau-Ens (Program Supervisor)
Program Review Team
Medicine Hat School District No. 76
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French Immersion General Comments
The French Immersion program in Medicine Hat School District has, for almost 20 years,
been highly successful. The program has brought together parents, students and teachers
who are passionate about the French language and culture. Over the past several years,
challenges have emerged, especially at the high school level, with regard to dwindling
enrolment. This is putting pressure on staffing allocations and program funding. This
challenge begs the question: to what extent does the district want to support the French
Immersion program? In any other non-core program, student support would seem to
dictate whether a program is offered within a school. If the enrollment in a program is
sufficient, the program is continued; if it drops below certain levels, the program is
cancelled. The Board needs to decide whether French Immersion should be supported at
all costs, or if the program should be allowed to sink or swim on its own.
A complicating factor in the program review is the articulate and vocal level of support
offered by the parents of French Immersion students. While parent support is one of the
key indicators of academic success, there is a danger that decisions will be made on the
basis of a relatively small number of parents. This makes it even more critical for the
Board to clearly articulate the degree of support that they are prepared to make regarding
the French Immersion program.
5
Connaught School
Program Overview
Connaught School was built in 1912 and has, for the past nineteen years provided dual
track, French and English programming to students in grades K-6. The Au Chapeau ECS
program is a privately run pre-school program that offers pre-kindergarten programming
in French for those parents interested in accessing this service. Connaught school has a
staff of 24; 12 French Teachers (7.98 FTE), and 8 English track teachers (5.98 FTE). In
addition, the school hires 4 Education Assistants (1.38 FTE in French Immersion and
1.11 FTE in English), one 1.0 FTE secretary, and two administrators (.59 FTE and .45
FTE).
Current enrollment in the program is as follows:
French Immersion K – 6
English Track
179
128
What is working well in the program?
There is a strong sense of cohesiveness between the teachers in this program. The French
Immersion teachers work collaboratively to share resources and ideas to ensure the
successful delivery of French language programming.
Teachers consistently demonstrate their creativity through the development of materials
and resources suitable for program delivery. Books, worksheets and posters are locally
developed to ensure that resources are engaging, relevant and appropriate. Examples of
attractive, handmade resources are clearly evident.
French is spoken freely in the classes by students and teachers. Students in all grades are
engaged and involved – responding to questions in French and communicating freely in
their second language. It is obvious that learning is the primary focus of this program.
Teachers are to be commended for consistently promoting the use of French Language in
the classroom.
Academic success in this program is strongly evident. Students in this program
unanimously achieve the provincial acceptable standard. Students in the program
consistently achieve above the standard of excellence, with last year’s class average in
grade 6 reported at 97% (ninety-seven percent). Teachers obviously have high (but
realistic) expectations for students success and these expectations are clearly articulated.
Staff report that they feel supported by the school administration. The administrative
team is bilingual. Administrators are to be applauded for modeling this skill in the
classroom and in the hallways. Announcements are in French and English, French
cultural events (such as Carnival) are strongly supported, and staff feel respected and
valued by their administrative team.
6
Parent support in this program is very high. Teachers report that parents are very
supportive of the program and take advantage of the opportunity to articulate opinions
and views with regard to the program. Parents assist in the development of their
children’s education through reading and homework programs.
Teachers and administrators report that there are very few incidents of bullying.
The French monitor program is seen as being of great value. This program invites postsecondary students from Quebec to work with French Immersion students in the school.
The relationship between the French Immersion teachers and the English teachers is seen
as professional and supportive.
Au Chapeau is seen as a very positive, complimentary program. Teachers are fully
supportive of having this privately run, pre-school program as part of the French
Immersion package. There is a sense that more could be done to support Au Chapeau in
terms of promoting the program.
What are the challenges?
There are limited resources available within the district that are appropriate for French
Immersion instruction. As a result, many teachers have developed their own resource
materials to support the curriculum. While this demonstration of creativity is to be
applauded, it is challenging, and unrealistic, for teachers to be expected to continually
create new materials.
Teachers report that there is very little time to cover the curriculum thoroughly. This
creates a very fast pace for students, especially at the grade six level.
Contrary to the perception that French Immersion is for “smart kids”, this program is
designed for all students. As such, the academic and behavioral challenges that one
would expect to find in the English track class room are also evident in the French
Immersion program. However, unlike the English track class room, resources are
unavailable to assist those students who are struggling academically. As a result, parents
will often choose to move their children to the English track program in an effort to have
their needs met. This results in an erosion of the program’s enrollment.
Most of the parents who enroll their child in the French Immersion program have little or
no French language training. 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.
Teachers and parents feel that the program is not supported at the district level. Several
attempts have been made to articulate the challenges faced by students as they progress
through the French Immersion program (see appendices); however, in spite of their
efforts to bring the concerns to light, many of the challenges are evident.
7
Teachers expressed concern that there is an insufficient pool of French Immersion
teachers in the district. There is a perception that many of the hiring decisions are made at
the last minute and without exploring the widest range of candidates.
Until recently, Medicine Hat School District has enjoyed a monopoly with regard to the
delivery of French Immersion programming. In 2003, the Medicine Hat Catholic Board
began to offer French Immersion programming. Using high profile advertising and
visible levels of support, the Catholic program now represents an alternative to
programming in the public system. Parents in the public French Immersion program have
indicated that they are willing to move their children to the Catholic Board if changes to
the public program, especially at the high school level, are not evident in the immediate
future.
While French Immersion teachers indicated that there is a positive level of professional
respect between French and English teachers, several teachers indicated that the school is
still a very political environment. Teachers commented that they will often “bite their
tongues” for the sake of the program when confronted with sensitive issues such as
staffing and resource allocation.
For any program to be successful, the class size must be maintained at optimal levels.
This is especially so in the French Immersion program. While this concern is being
addressed through the current Alberta Learning initiatives and the district’s Guiding
Principles, it is important to note that class sizes must remain a priority.
Attrition is seen as a challenge within this program.
Staffing configurations and assignments can be problematic in a dual track program.
Essentially there are two small schools operating out of one building. This can create
problems for staffing allocation, which in turn creates combined, multi-grade classes,
large classes or unusually small classes.
There is concern over the health and vitality of the French Immersion program at the
high school level. There is a perception that the program is healthy at the elementary
level, but begins to deteriorate at the 7-12 level. This is evident in the numbers of
students who choose to withdraw after completing grade 9. This creates challenges when
trying to encourage parents to commit to the French Immersion program at the
elementary level.
What are the gaps?
Reading material, curriculum resources, worksheets, videos and text books appropriate
for French Immersion instruction are difficult to find. Teachers report that while material
is available for Francophone students, they are not always appropriate for Immersion
students. As a result, teachers are often translating English materials into French or
modifying Francophone materials for suitability. Teachers bring resources from their own
8
personal collections to supplement the resources available to them through the school or
download them from the internet.
There is very limited promotion of the French Immersion program. One teacher
expressed the sentiment that French Immersion is “the best kept secret in the district”.
Almost no efforts to actively promote the program are evident. The successes of the
program are rarely celebrated or publicly acknowledged.
While teachers in the program are very willing to share resources, there is currently very
little in the way of collaborating to ensure that program goals are aligned between the
grade levels and between the English and French tracks.
Teachers in Connaught have no formal way of sharing information and ideas between
other schools and districts in the province. As a result, teachers feel isolated and
disconnected.
While French Immersion parents are supportive of the program, current demands on the
family have resulted in diminished parent support in the class room. In the past, parents
have been willing to assist teachers in the classroom, however, this practice is becoming
decreasingly evident.
It is evident that students and teachers are engaged in the process of using the French
Language in the classroom. The challenge is to support French language use outside of
the classroom.
There is no evidence of a music program being offered in French. Music, and especially
choir, offers students the opportunity to explore the French language and culture in
greater depth.
There is no opportunity for students to join the French Immersion program after
December of grade one. This creates challenges when trying to address attrition rates
with in the school.
What are the future directions for the program?
There is interest in exploring the possibility of offering a third language for French
Immersion students. There is school based, administrative support for offering German as
third language.
There is considerable support for moving to K-8, dual track, French Immersion and
English programs in this school. K-12 single track configuration is not supported.
There is administrative support for moving toward a more student centered approach to
learning and teaching.
9
There is a desire to increase the level of extra curricular activities that are offered in
French.
There is support to address the needs of “gifted students” in the program. Administrators
and counselors clearly indicate that French Immersion, while challenging and
intellectually stimulating, is not an alternative to gifted programming.
There is a desire to nurture a relationship with Crescent Heights High School French
Immersion staff and the staff at Connaught School.
There is a willingness to explore late immersion into the program.
Program recommendations
At the risk of being philosophical, it is necessary to note that “fair does not necessarily
mean equal”. Students in the English program will, by default, continue in the program
unless they leave the district. This is not so with students in the French Immersion
program. Additional resources and support need to be channeled into the program to
ensure success and growth. The Board has stated that it supports French Immersion
programming, but it is essential that discussions are held to clearly define what is meant
by “support”.
The availability of program resources needs to be investigated more thoroughly. All
avenues should be explored with regard to acquiring additional reading material and
audio/visual resources.
In light of the concern of covering the vast range of curriculum, teachers are invited to
engage in cross grade discussions to determine core knowledge, skills and attitudes
(KSAs). Strategies could be developed to ensure that the key KSAs are reinforced
without overloading on curricula.
It is recommended that resources be put in place to support those students who are
struggling academically in the program.
It is recommended that strategies to support parents’ efforts to assist in the academic
development of their children are explored fully. This may include, for example, offering
language instruction for parents and educational partnerships with Canadian Parents for
French (CPF).
If the program is to grow to self supporting levels, it is essential that the French
Immersion program be aggressively advertised throughout the city. The French
Immersion program is currently acknowledged as a footnote in the myriad of programs
offered in the district. Given the current competitive climate and the lack of profile that
French programming has in the district, an on-going advertising campaign needs to begin
to increase public awareness of the program. This advertising should continue on a year
round basis, but should be concentrated during the time that coincides with registration.
The advertising should be polished and attractive.
10
Strategies to publicly celebrate success need to be actively explored. The program at
Connaught School has much to be proud of, but teachers seem reluctant to publicly, and
effectively, acknowledge program successes.
Alternative avenues for funding need to be explored to support the program. This may
include grants, partnerships and additional fundraising.
It would be useful to conduct exit interviews with those parents and students who choose
to withdraw prematurely from the program. This data could be examined to develop
strategies to retain students throughout the program.
Staff are invited to work collaboratively to ensure that core expectations are being met
and addressed. Best practice research strongly supports cross grade curriculum alignment.
In addition, Connaught staff are invited to work collaboratively with high school teachers
to ensure that curriculum is aligned in grades 4 – 9. In addition, they are invited to work
collaboratively with staff from within their own school, the Francophone program and the
Catholic French Immersion program.
Staff are invited to view the French community in Medicine Hat as a whole system.
Individually, none of the programs have significant resources to bring in French speaking
authors, French theatrical productions, French musicians and other French cultural
experiences. As a collective, resources could be pooled to expose students to a broader
base of French language while actively creating a professional learning community.
It is recommended that the Board actively recruit new teachers who have skills in second
language development. Having a pool of teachers to draw from who can effectively teach
second languages within the district will support the program in the event of illness,
retirement, or teacher transfer. This recruiting process should invite applicants from
across Canada to apply.
It is recommended that more emphasis is placed on creating opportunities for English and
French Immersion teachers to more closely align curriculum expectations and program
delivery.
It is recommended that more opportunities be created for collaboration and curriculum
alignment within the French Immersion program, both at the school level and at the
district level.
It is recommended that the administrative team review the late entry policy into the
French Immersion program and develop strategies to allow for student entry into the
program past the current entry point.
Explore the possibility of offering an elementary parent program that mirrors the learning
that is occurring in the classroom.
11
It would be appropriate to explore user friendly software applications such as Microsoft
SharePoint, or Xerox’s Docushare to facilitate the collaborative sharing of resources and
ideas between the teachers in the program, other teachers in the district and other teachers
in the province.
It is essential that the challenges associated with attrition from the program be
aggressively addressed.
It is recommended that the late admission policy be reviewed to encourage students past
grade one to enter the program.
12
Crescent Heights High School
Program Overview
Crescent Heights High School offers a dual track, English and French Immersion
program to 115 students in grades 7 – 12. French Immersion programming was first
offered in 1991 and has now expanded to include the following French immersion course
offerings:
Grades 7, 8 and 9 (60% French instruction)
French Language Arts
Mathematics
Science
Social Studies
Physical Education
Grade 10 (35% French instruction)
French Language Arts
Social Studies
CALM/Physical Education
Grades 11 and 12 (25% French instruction)
French Language Arts
Social Studies
13
What is working well in the program?
Excellent academic achievement at all grade levels.
Parents and students report that French Immersion provides a high quality of education,
broadens the horizons and gives students the confidence they need to be successful in
other school and life activities. Teachers report that many French Immersion students
who return for visits after graduation share stories of success and adventure.
Teachers report that as a result of developing language skills, the students’ work ethic is
improved which contributes to increased levels of academic success.
French Immersion is now becoming more closely associated with the English program
which is creating feelings of inclusion for the French Immersion teaching staff.
French Immersion staff expressed feelings of team cohesion within the department.
French Immersion students are actively involved in student politics, athletics and band.
CHHS is fortunate to have an extensive French section in the school’s library.
French Immersion is perceived as being an excellent opportunity for students to learn a
second language.
Parents support the program through active school involvement and involvement with
Canadian Parents for French. Parents are strong advocates of the program.
Students and parents take ownership and pride in the program.
The grade 9 French Immersion trip is seen as being a valuable educational and cultural
experience for students. It has been also served as an incentive for students to remain in
the program.
What are the challenges?
Student attrition from the program is one of the most significant challenges facing French
Immersion. Students are typically leaving the program after grade 9, and continue to do
so through grade 12. Several opinions have been offered as to why this occurs, with
reasons ranging from limited programming options and timetabling restrictions, to lack of
program promotion and inter-personal challenges between staff, students and parents.
Significant challenges contributing to attrition are addressed later in this section.
There is a perception from parents and students that the English track program is “easier”
and less academically rigorous than the French Immersion program. This results in
14
students choosing to withdraw from the French Immersion program in an attempt to
increase their marks. There is also a perception that students in the English program are
better prepared for academic success on the achievement and provincial exams. This
perception seems to contradict the overwhelming number of French Immersion students
who stay in the program and continue to perform at or above the honour roll level.
There is a perception from students and parents that program options and student
timetables are limited once a student enters grade 10. This results in some students
choosing to withdraw from the program after grade 9. Timetabling challenges are
increased if students choose to enroll in the band program.
Several of the French Immersion subjects are currently being taught in English. This is a
result of the limited availability of French speaking substitute teachers. A problem has
emerged due to one of the teachers being on leave and no French speaking replacement
being available. On the surface, this seems to undermine the program; however
administrative decisions in this regard were made in the best interests of the students.
When faced with a decision to compromise the language portion of the course or the
program of studies, it was felt that the integrity of the program of studies was more
important than bilingualism.
There is currently no designated team leader or department head to oversee the
administrative operations of the French Immersion program. This responsibility has
fallen on the shoulders of classroom teachers. This creates challenges such as ordering
materials, managing budgets, creating department strategies and long-term planning,
addressing parent concerns, grant proposals, communicating with administration on
matters of programming and staffing, teacher evaluation and support . It also diminishes
that enthusiasm for engaging in curriculum alignment, program improvement and
program goal setting.
There is no apparent support for the program from the school administrative team or from
the district administrative team. Teachers and parents expressed concerns reflecting
feelings of abandonment. These feelings have been exacerbated due to the apparent lack
of action on the part of administration to address the concerns raised at the February 2003
meeting at Crescent Heights High School.
Teachers, parents and students have expressed concerns that the French Immersion
program is being threatened due to declining numbers and lack of administrative support.
This creates feelings of mistrust with regard to the accuracy of information regarding
funding for the program. It is the perception of parents that federal funds which are
intended to support the French Immersion program are being channeled into the English
track program.
There appears to be a lack of trust of French Immersion parents for district
administration. This becomes obvious when listening to parents talk about the challenges
facing the program and the perceived lack of response from administration to address
concerns.
15
Programming is challenged at the high school level due to the small numbers of students
who are enrolled in the program. This limits program choices and staffing configurations
in the French Immersion program whilst placing pressure on class sizes and staffing
configurations in the English track program. This in turn creates challenges for the school
administrators who are faced with trying to provide equitable programming for all
students.
Due to the nature and size of the program, students in French Immersion become socially
very close. While this can create feelings of closeness and camaraderie between the
students, it can also cause challenges. Students indicate that there is a tendency for the
French Immersion students to stick together and “gang up” on teachers and students who
they feel are “deficient”. This self described “pack mentality” can also muddy the waters
when trying to effectively review programs.
What are the gaps?
There is no visible signage in the building to indicate that French Immersion is offered in
the school. The school’s name is not offered in French, nor is the school’s vision and
mission statement. There is no signage in the hallways to indicate that French Immersion
is offered or valued. French Immersion is not showcased on the school’s web site unless
the visitor to the site knows to follow the “Academics” link. There is no direct link to
French Immersion programming from the school district’s web site.
The district has not aggressively promoted the French Immersion program. This results in
diminished numbers and support across the program.
There is no mechanism in place to allow French Immersion teachers at Crescent Heights
High School to work collaboratively with teachers from Connaught School. This can
create feelings of isolation between the two schools and diminished continuity of
program.
What are the future directions for the program?
Late immersion at the elementary level is seen as a positive step forward. It is very
important to recognize that a late immersion program is taught differently than the
regular immersion program. Teachers need to be properly trained in delivering late
immersion programming.
Actively promoting the successes of the program, both within the school and in the
community would be seen as a positive future direction.
There is interest in providing more opportunities for student exchanges, student travel
and building partnerships with other French programs throughout the province and the
world.
16
There is parent support for creating a more formal French Immersion parent group within
the school.
Program recommendations
It will be important to generate effective ways to communicate information between
administration and parents and, where possible, collaboratively share in decision making.
Parents need to understand the constraints that are placed on administrators when having
to make difficult programming and staffing decisions.
There are some key leadership issues which would be important to explore further:
If the program is to enjoy continued success in the district, there is a need to
aggressively promote the program within the district to ensure the vitality of
French Immersion in the city.
It is recommended that a person or a group of people be assigned to the French
Immersion program who can assist with facilitating results based, program
planning sessions, program advocacy, instructional leadership and program
promotion.
It would be very beneficial for one administrator within the school to be clearly
designated as being responsible for the French Immersion program. This person
would be the liaison person for all matters pertaining to French Immersion.
Celebrate the students’ many successes. This would include, but not be limited to,
recognition at graduation, locally developed French Immersion diplomas, student
leadership initiatives, travel experiences, published writing.
Currently, students in grades 11 and 12 complete 25% of their instruction in French. . It
is recommended that as the numbers in the program increase, so could the choice of
programming in French.
If French Immersion is to be successful within a school it is essential that the program is
fully supported within the culture of that school. It is not sufficient to simply offer the
program and expect it to be successful. It is recommended that parents, students and
teachers work collaboratively with administration to build French culture into the daily
life of the school.
It is recommended that a broader pool of French speaking teachers be created in the
school such that they could teach in English, in French, or both. This would create a pool
of teachers who understand the importance of learning another language, could serve as
support for teachers in the immersion program, could offer instruction to students in
another language, and could offer flexibility in timetabling. This proactive strategy could
also be very helpful in the event that one of the French Immersion teachers is on leave.
17
It is recommended that exit interviews are offered to those students who choose to leave
the French Immersion program prematurely. This could provide very useful data as to
why the program is experiencing attrition. This data could then be used to develop
strategies to reduce attrition.
It is recommended that both French and English track teachers engage in a collaborative
process to use student data as a vehicle for developing program goals and aligning
curriculum between English and French programs.
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General Recommendations
The Board needs to clearly define what is meant by “support” in statements such as “The
Board supports French Immersion programming”. This definition of support should
describe the Board’s commitment to program and resources. Many of the
recommendations contained in this report are dependent on the level of support that the
Board has for the program.
If the program is to experience any significant growth, it is critical that the French
Immersion program be promoted above and beyond the advertising that is currently
afforded to regular programming. These promotions should be on-going throughout the
year, be sophisticated in appearance and focus on promoting the benefits of the French
Immersion program.
Strategies to build and support the program need to be followed through on. It is
important that the Board be seen by the community to be supporting the program through
its actions as well as its words if the program is to continue to grow.
Both secondary and elementary French Immersion programs need to work collaboratively
to develop strategies to reduce the rates of attrition within the program.
French Immersion programs at both the elementary and secondary level are in need of
expanding their resources, especially in the area of print, audio visual and computer
software. This is especially apparent at the elementary level.
Both secondary and elementary French Immersion programs need to continue to find
ways to encourage French language use outside of the classroom. This will increase
students’ fluency and help to incorporate the French culture into the school community.
Discussions should be initiated with regard to planning a 20th anniversary celebration for
French Immersion programming in the district. As of September 2005, Medicine Hat
School District will have offered French Immersion programming for 20 years. This
celebration could involve students, teachers and parents at all levels, and showcase the
many benefits and cultural richness of the program.
19
Alternate strategies:
The program review team invites the Board to consider the following programming
configurations for French Immersion:
ƒ
That senior district and school administrators come together and explore the
option of moving the French Immersion program to Medicine Hat High School.
There are several reasons for considering this move:
o There is a greater selection of courses available to students at Medicine
Hat High School which will alleviate the timetabling challenges.
o Connaught School will be moving to a K-8 grade configuration. Students
in grade 9 French Immersion will have an easier transition, socially and
emotionally from Connaught to Medicine Hat High than from Connaught
to Crescent Heights. This is due to the 7 –12 configuration at Crescent
Heights High School and the 9-12 configuration at Medicine Hat High
School.
o A move can create a feeling of a “fresh start”, thereby renewing the energy
and commitment to the program felt by the various stakeholders.
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As an alternative to offering a full French Immersion program in the district it is
suggested that the French Immersion program be moved exclusively to
Connaught School where a full and extensive range of programming choices
could be offered to students in K - 9.
This would make it possible to increase the level of French programming above
that which is currently being offered at the grade 7-9 level. It would also be
possible to provide increased opportunities for French Immersion extra curricular
activities.
The French Immersion program would be completed at the end of grade 9, and
Advanced Placement (AP) French at the 10, 20, 30 level could be offered at
Medicine Hat High School. Benefits of the recommendation include:
Strengthened program at the K-9 grades
Greater opportunities for cross grade collaboration
Increased opportunities for fluency in French
Centralized pool of resources at one school
Greater access to options and core programming at the high school level
Tangible evidence of high level of French Language proficiency at
graduation (AP designation on transcript)
Reduced sense of elitism at the high school level
Wider range of choice of programming at the high school level
Commitment from the Board to support the program through to grade 9
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It would be possible to continue to offer the French Immersion program to grade
12 if, at a later date, the enrollment numbers warrant it. The intent of this
recommendation is to reestablish a solid foundation for French Immersion in one
location without significantly compromising the high school French program.
NOTE: If the structure of the French Immersion program is to be changed in any
significant way from the K-6 – 7-12 structure, it is critical that parents be
involved in the process.
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Appendix 1
The following three sections highlight the comments, suggestions and recommendations
that have been made in the past with regard to French Immersion programming in the
district.
Program Review Recommendations 1991 2
Please note: The following recommendations are presented in paraphrased form. See
reports on file for complete report.
These recommendations came out of an extensive program review of the district’s French
Immersion elementary program in 1991.
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Additional remediation time in French Immersion
Hiring of a bilingual, remediation teacher
Continue with the emphasis on quality in writing, particularly at the upper
elementary levels. Students should be encouraged to publish anthologies of
writings, engage in readers workshops, young author programs and author in
residence programs
Teachers should be provided with a complete list of all resources available to
them
Sufficient resources must be made available to students
Teachers who teach the English Language Arts program should not only have a
good understanding of the French Immersion program, but should also have a
strong grasp of theories and practices about teaching English Language Arts.
A music specialist be hired for the French Immersion program and the authorized
resources purchased
More math and science manipulatives be purchased for the program
The recent changes in the Provincial French Immersion Program of Studies be
reflected in the report card format. The French Immersion staff should be
represented on the district report card committee
Program expectations be clearly communicated through parent information
sessions, parent teacher conferences and a revised report card format
School provides more opportunities for cultural experience in French
School provide extra curricular activities in French
Teachers and librarians identify and purchase print and non-print resources in
French
A process be developed to enhance communication between all stakeholders in
the program
Consider alternative ways of providing teacher preparation time in the French
Immersion program
At least one administrator at each French Immersion school should be bilingual
Evaluation Report: Elementary French Immersion Program (1991)
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A mission statement that accommodates both the French and English nature of the
program
Establish guidelines for referring French Immersion students for remediation
All District policy should be reviewed to ensure that grants and instructional time
are maximized
The rugs in the ECS room be shampooed monthly
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French Immersion/Core French Meeting 1999
The following comments were generated out of a meeting between Dr. Fedrau-Ens and
Core French/French Immersion teachers to discuss French Language instruction in the
district. The comments are recorded in a memo to the teachers dated January 26, 1999.
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Need to do a better job of selling the French Immersion program
No leadership for second language programs
French is in competition with options at the grade 7 level
French is seen as an easy place to cut back on when facing tough decisions at
school level
Gathering and sharing resources
Negative attitude toward the program at the junior high level
Helping students overcome fear of using the language
Need for better promotion of the program
Finding ways to connect students and teachers in other cities and provinces
Find someone to take on a leadership role
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Program Recommendations 2003
The following comments were generated at a meeting of parents, teachers, students and
administrators to discuss the French Immersion program in Medicine Hat. The comments
are offered, verbatim.
General
Secondary
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Attrition throughout the grades
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Low enrollment in grades 10, 11, 12
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Parents’ perception is that capping of
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Course implications of low numbers
kindergarten classes happens and should not •
Lack of options for addressing student-teacher
be allowed to. (2)
conflicts because of the limited numbers of
teachers in the French Immersion program at the
•
Our resources – why are we using poor
quality photocopied material when the
senior high level. (6)
francophone school has high quality full
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Scheduling (5)
color age-appropriate workbooks & text
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Limited in options (2)
books?
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If students are tired of being with/seeing the
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We are losing kids at kindergarten due
same students maybe more contacts should be
to high class numbers (2001/2002 and
made with other French Immersion schools,
2002/2003); parents have pulled their kids
even if it is through the internet.
out and moved to other schools and have
•
Credits at the university level? (3)
not returned.
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Scheduling to maintain French courses as
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Bus issues (Redcliff, county schools) (7)
well full matriculation Science courses.
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Lost students to the Francophone school
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Ensuring that instruction in French courses is
– any follow-up? Any return to French
done in French particularly leading up to
Immersion?
Achievement exams e.g. Math grade 9 this year.
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Large classes throughout not just
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Diploma not indicating French Immersion –
kindergarten are not beneficial (4)
need to clarify.
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Avoid split classes (2)
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Why aren’t more courses offered in French in
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Government grants have come in and
high school like math? (2)
been used in the whole system previously.
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Rotation of teachers at high school level so
Where is it now? (4)
that students don’t keep getting the same 6
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Promotion of value of French
teachers (3).
immersion to students at all levels.
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In the future we will be getting Francophone
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Middle/late (grade 4 and 7) entry points.
students entering grade 8? That will help
(3)
attrition. Promote (2)
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If support as stated at meeting is there,
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There is a concern that French Immersion
French Immersion should be absolutely
funding received by the district does not go to
mentioned somewhere in the District Plan!
the French Immersion program but into areas.
•
Information on website under Programs
This money should go to assist the secondary
– it is only found under the schools. If a
school to offset small class sizes.
parent doesn’t know what school, you can’t
find information.
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Partnering with other school boards.
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Advertising and Promotion (3)
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Parents not able to help immersion
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children with homework etc.
Contributing Factors
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One entry point (K,1)(2)
o no capping, however when do you split into 2 classes, is it the same for other
programs? (2)
Numbers limit variety of peers and teachers
Perceptions of secondary students about the program
Funding for class size e.g. 13 in English, 29 in French
Advertise/Promote program (4)
Educate parents on K-12 curriculum (eliminate surprises)
Transportation/busing (10)
Scheduling (2)
Teacher stagnation 7-12
Lack of funding for professional development and recruiting new teachers
Problems with the teachers and since you are with them from grade 7-12, your
problems stay.
Hiring practices:
o hire more teachers throughout the district with the capability to teach French
Immersion. (7)
o hire now!(7)
Can we have French Language Arts 30 as a course recognized collegial (French
elective credit at the college) Can administration explore this?
Bussing –option of parent group (CPF) to charter a bus?
Lack of formal recognition of achievement in French immersion. (2)
Pursue all funding options. (2)
Friends.
By removing CALM 20 et Ed Physique 10, will lose more students.
Bored.
Success in English.
Is it about the money? If you Value It, Fund It. (2)
Transportation – are there grants given to the district to transport French Immersion
students? If so, where does that money go? Because the French Immersion students
travel on the busses that transport “English” children, it does not cost the district to
transport the French Immersion children. Therefore, could the “bussing” money not
be used to help out CHHS with the smaller classes?
Not communicated to parents in district as option.
Students don’t realize the value of knowing a second language, and believe that after
completing grade 9 French that they know all they want to know about the language.
We have a great program, excellent teachers, students and academic results.
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Options/Considerations
General
• Continued support for the program (regional French Immersion Advisory Committee)
o As described, this in not a French Immersion Advisory Committee it is a PD
Committee.
• Involvement of Canadian Parents for French in promotion of program
• Check with other district to see what they are doing to keep their numbers up.
• Celebrate success!
• Curriculum support
• Promotion of all special programs in the district.
• Make classroom time more interesting
• More consideration for non-academic French Immersion students; often these
students have been encouraged to withdraw.
• Additional support for students that are only just coping with learning in a second
language.
• A pragmatic approach would be to consolidate the entire program at Connaught (it
would become a French School) it then make use of programs & facilities available at
Hat High to save on costs, avoid scheduling problems & encourage students to remain
in the program.
• Involvement with French group from Multicultural Folk Arts Council.
• More education and promotion of why it’s an asset to the kids future.
• Offer more French than just the bare minimum.
• Provide a forum and means to communicate concerns about teaches (attitude,
performance) that is “safe” i.e. no repercussions for students.
• While it’s cost prohibitive to have more opportunities to go to Quebec, let’s bring
some opportunities to speak French to Medicine Hat.
• Funnel $ into resources and promotion. We need a teacher/administrator freed up or
promoting and “selling” the program. (5)
• If Board wants to fully support program, the numbers should not be the issue – they/it
should be prepared to ride out the wave. A good strong program will bring students.
Recruitment of excellent bilingual teachers that could go either way would facilitate
this happening.
• There should be Administrative support at High School and District No. 76 for
French Immersion.
• Use the welcome wagon program to introduce new parents to the French Immersion
program and it’s benefits.
• CPF resources – the State of French Immersion in Canada. This annual report lists the
state of French Immersion in all provinces in detail and makes suggestions. Reports
are available from P. Houlston at Connaught or on line.
• Consideration for a single track French Immersion program at Connaught School.
More ability to promote program, increase numbers, just promoting one language.
• Look for creative ways for funding.
• Hire Francophone Administrator/Consultant.
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Find more ways to integrate English and French students, the French students often
feel ostracized by the English students because they speak a different language.
This program sees very successful students graduate ever since the first graduating
class. We see the majority of gold cords to the French Immersion students, we are
seeing Valedictorians & Most Likely to Succeed awards, as well. Why supportive,
attentive parents & families. They are dedicated. These parents are choosing French
Immersion, an excellent academic program that is producing these graduates from
Crescent Heights. Do we not want to cater, keep these families, these numbers?
Promote the program and make adjustments for a smaller program, the “Flag Ship”
program of Medicine Hat School District No. 76. Hire the extra teacher needed in
Kindergarten, let the school hire the extra teachers needed. if we don’t work in this
way the students will not come.
Bored with same people – not a factor! Something we enjoy as we are all close
friends.
Good memories, good times.
Elementary
• Promote program through play group programs like Au Chapeau (entry point) (5)
• Recruitment for teachers
o keep extra French qualified teachers in English program
o recruit early
• Fund French Immersion separately from English
• Advertise program (3)
• Brochure included with kindergarten registration explaining outcomes of French
program. (2)
• Single stream.
• Combining programs, school amalgamations/enhance dual stream.
• Resources help diminishes greatly in higher grades.
• Provide more resource room help for grade 4 and up. Several parents do not have the
skills to provide French help. Students drop out when they are experiencing difficulty.
(2)
• Set up an advisory committee that will continue to look at French Immersion issues.
Committee should be made up of teachers, parents, students, administrators, central
office staff, board members and graduating students. (4)
• Start late immersion to help out the numbers of junior/senior high stay up even if they
are not in the same classes as immersion kids, they can share professors.
• Bussing is a must – to outlying areas. Small towns like Pincher Creek can run
immersion programs due to the commitment of their board to bus from outlying areas.
Why can’t a city like Medicine Hat? (2)
• Research federal funding. (2)
• Use more accurate methods of polling students.
• Sacrifice part of “dual track” nature of elementary program to facilitate full classes
(i.e. having 1-4 English students attend Central Park School and grade 5-6 stay at
Connaught).
• Are low English class number affecting the number of teachers allotted to our school?
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Keep the communication open between the 2 French Immersion schools for the
cultural activities, “why not”?
Have more diversity in educational medium, television shows not necessarily movies.
Significantly smaller class sizes for grades 1-3 to allow teachers to establish sound
basics in spoken, written and reading in French. (2)
Far too much “busy work” homework at the elementary level.
Promote achievement of students in French Immersion.
Professional development for French Immersion teachers.
ELI support for French Immersion primary grades, particularly in kindergarten, grade
1 and grade 2. Full time TA support, split cap at 20 students then hire another teacher.
Dedicated teachers.
Special teachers take part in immersion.
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Secondary
• Careful sequencing of courses (3)
• Combined courses
o grade 10 and 11 take social 20 together, following year take social 10 together
or same with Grade 11 and 12 for social 11 & 12. (4)
o concerns about the potential for students going a whole year without “French
Classes”
• Pre-scripted enrollment in all classes at secondary
• Educate parents early on K-12 curriculum
• Provide more professional development for teachers and allow movement to alleviate
stagnation. (2)
• We are hoping the school counselors are continuing to encourage French Immersion
students to continue French and not finding the “easy” way to schedule their courses.
• Sports, music, academic excellence will keep and draw more people to school.(2)
• Late entry points are not an option for Anglophones
• Resource room for supporting various entries.
• French Debate groups in community.
• Does social 30 need to be part of the French Immersion Program?
• Move Quebec trip to a higher grade, or have another trip (Europe) (2)
• Job fairs to promote French in careers.
• Move the program to Hat High – larger student numbers provide greater flexibility in
timetabling. As well, proximity to Connaught school would allow sharing of teachers
and resources as well as allowing high school French Immersion students to mentor
elementary French Immersion students. (2)
• Late Immersion option Grade 10 ending with French 30 and Social 30 would make
for a tough semester.
• Cost-sharing between districts e.g. social via video teleconference technology – small
classes from 3 sites = 1 large class coordinated by one teacher. i.e. Red Deer,
Lethbridge, Medicine Hat conference together. (2)
• Provide some tutoring.
• Make special scholarships for students in French Immersion.(2)
• More incentives for students.
• Making uses of moderns technologies i.e. video tape, teleconferencing, internet, so
that a class, no matter what size can be offered at nay time during the day.
• Students buy-in to an “all French” learning experience. Make it “cool” to speak
French inside and outside the classroom.
• No combined scheduling, please e.g. grade 11 & 12 social in the same year. (2)
• Students should perhaps be taking more French courses to encourage them to remain
in the program.
• French Immersion is disadvantaged at the primary level because of usually high class
numbers; why shouldn’t they enjoy small classes at the senior level?
• The marking is not a true reflection of the skills? Ease up on the marking, these
children are working in another language.
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Gather the kids who are in the program (grade 7-12) and ask them what their needs
are as to how to grow the program.
Try to get more of a commitment from post-secondary to recognize difficulty and
possibly lower marks for French Immersion language program.
Promote high achievement of French Immersion students after grade 12 to the parents
of grade 6, 7, and 8 students.
Percentage of French in grades 10-12 only 25% - other programs are a minimum of
50% graduate.
Achievement test results usually higher than school average.
4 or 5 students from CHHS accepted into United World Colleges are French
Immersion students.
Teachers have high expectations in program.
Other courses have low numbers e.g. physics, art, chem..
Incentives for students to stay in French Immersion thru grade 12 (scholarships, grade
11 student exchange)
Look to grants and resources allocations first (ride out)
Recognition and incentive for graduating from French Immersion (Not just an * on
diploma)
Late Immersion is a different program and would require different classes.
French Immersion grade 7 & 8 stay at Connaught School!
Acceptance of differing levels of achievement to complete the program. Not just
“high achievers.”
School does not have enough French materials (books & movies) to maintain a level
of interest in the culture. Many videos are the teachers’ and are not at the students’
disposal.
The grade 9 students are being taught math with an English textbook. Their tests are
written in English, but they still have to write the provincial exam in French. These
students do not receive their French education if they are being taught a French Math
class, in English. Who knows how well they will succeed writing the final exam in
French.
No French Immersion Department Leader.
Why is Physical Education a French taught class? The students and teachers time can
be better spent having another subject (i.e. Health) in French. Make gym a mixture of
French and English students so that they can interact more with each other. Reducing
the boredom aspect. Instead of just interacting with other French Immersion students.
Have core subjects in French in the higher grades. Make electives a mixture of French
and English.
Why can’t there be department exams in French for all core subjects?
Kids are having timetable issues in the higher grades. Why can’t all the core subjects
be offered in both languages? The children have been tested all through school in
French. Why does this have to be changed in the higher grades?
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