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February 17, 2003
INTRODUCTION
French Immersion began in New Brunswick in the early 1970’s. As the program developed, a great many variations existed. Although, there was a provincial policy in place for second language education, it also included a provision for local programs – and we had them! Everything from early immersion, middle immersion, late immersion, partial immersion, 50-50, and delayed immersion. In fact, we had about 18 variations of French immersion. This inconsistency created havoc for parents with children enrolled in immersion programs, who found themselves moving within the province due to employment requirements or other reasons.
In 1993, the Minister of Education, commissioned a review of second language education in New Brunswick. In the report that resulted, the following recommendations were made:
(1) That there be provincial guidelines which define minimum requirements with regard to French Second Language programs which all school districts must meet.
(2) That there be two entry points for French Immersion programs: an early entry point at kindergarten or grade one and a late entry point at grade six to coincide with entry to middle school.
Following the recommendations from the 1993 review, French Second Language Learning in New Brunswick Schools, Paradigms, Challenges and Strategies, Policy 309 which establishes policy guidelines for the provision of French Second Language programs in New Brunswick Anglophone school districts was legislated in April 1994.
The Policy’s mission statement is “that all New Brunswick students will have the opportunity to acquire proficiency in French.”
School districts were given two years to grandfather former variations of the French Immersion Programs and to begin implementing the grade one and the grade six French Immersion entry points. Most school districts were well on their way by September 1996, except for District 2, which showed some resistance to implementing the new Policy 309. Due to the difficulties they were experiencing, they requested another two year grace period to allow them to implement Policy 309. This was granted by the Department of Education and District 2 was given until September 1998. Before the additional two year grace period expired, District 2 again requested a further grace period. The Department declined District 2’s request and they were instructed to complete implementation of Policy 309 with no further delays.
In 1998, the Provincial Board of Education, passed a motion by Mary Laltoo from District 2, to again review the French second language programs in New Brunswick. One of the major issues of the review was the French Immersion entry points. The cost was over $100,000 and the review took about 2½ years to complete. This money could have been used to hire much needed resource teachers. This review was commissioned just prior to a provincial election.
PriceWaterhouseCoopers conducted this review and in July 2001, Education Minister Elvy Robichaud announced the Department of Education’s response to the recommendations of PriceWaterhouseCoopers Report on French Second Language Programs. The grade one and the grade six French Immersion entry points were to be maintained, the Intensive Core French Program was to be piloted, Core French would remain compulsory until the end of Grade Ten, the Department would require school districts to report their compliance with Policy 309 and course offerings in French at the high school level would be increased. Now we are facing a request for a variance to Policy 309 from the District 2 DEC just before another provincial election.
There are several reasons why the grade one and the grade six entry points make sense in light of the expectations and the situations outlined in both studies. Two entry points will continue to:
(1) Streamline the development of curriculum and materials so the resources are used most effectively
(2) Give a choice of programs to school districts, parents and students
(3) Allow for the implementation of the middle school concept to coincide with the late entry point at grade six
(4) Ensure uniformity, standards and accountability across school districts
(5) Allow for mobility from one school district to another.
There has been resistance to Policy 309 in some school districts, most notably in District 2. School District 18 has grand-fathered their middle immersion program and has been successful in implementing the grade one and the grade six entry points for French Immersion. After eight years of the Policy being in place, there are still some school districts resisting its implementation. There are still some elementary, middle and high schools not following minimum time-on-task requirements in French. Of course, there is always resistance to change, but Policy 309 is necessary and it is important that the Government continue to remind school districts who would obstruct this Policy that to protect parents and students, we must have standards, uniformity and accountability in our education system. Parents and students cannot be left at the mercy of individual school districts who would implement simplistic or unproven programs due to administrative convenience or individual preference.
CPF New Brunswick is concerned about the method District 2 used to garner support for eliminating the Early French Immersion program. The survey they sent to kindergarten parents gave misleading information and was worded in a way to make parents feel they must vote to eliminate Early French Immersion if they supported improving literacy. Principals were given instructions to call parents and tell them to support their District Education Council and vote to eliminate the Grade One French Immersion entry point. The process is questionable, misleading and unreliable. The kindergarten parents constitute only 6% of the total school district population and for the most part have no prior knowledge of the Early French Immersion program. Parents were given no information to base their decision on and were not invited to attend any information sessions to ask questions. Parents were only given five days to complete and return the survey. The survey was compiled, distributed, collected and tabulated by the DEC, which brings the validity of the process into question. Education issues as important as these should not be decided by a majority vote.
The survey and actions by the District 2 Education Council have caused division among parents, teachers and principals. The District Education Council has acted without empathy for students and parents who want the Early French Immersion Program and without respect for Early French Immersion teachers. Parents are frustrated and feeling discriminated against because they are being threatened with losing the right for their children to learn French and to become bilingual in grade one. French Immersion teachers are feeling the District does not appreciate or value them. Teachers have been told by their principals not to talk about immersion issues to parents. So, if parents ask them questions, they cannot talk about the very program they teach. Parents and teachers have lost confidence and trust in the District 2 Education Council.
CPF New Brunswick’s Response to District 2 Education Council’s Request to Eliminate Grade One Early French Immersion
The District 2 Education Council has expressed concerns about English Literacy, Streaming, Proficiency Goals in French and French Immersion Drop out. These are legitimate concerns and we agree they should be addressed. However, we do not agree that eliminating Grade One Early French Immersion is the answer to these concerns.
Early French Immersion is the Second Language program which produces the highest proficiency in French and according to research produces enhanced English skills. Early French Immersion attracts the most heterogeneous group of children and offers the gift of bilingualism to everyone who chooses to take advantage of it. There is no pre-test for Early French Immersion. The program is open to all students. Early French Immersion gives parents who want their children to become bilingual at a young age an important choice in education. We cannot support taking this choice away from parents.
We know from research, Early French Immersion is the most opportune time for students to learn a second language. Young children learn their second language at a much faster rate and the experience of becoming bilingual at a young age increases cognitive skills and expands the brain. The majority of research shows that success in learning a second language is directly proportional to the amount of time spent using the language. We cannot support taking away three years of French instruction from students who aspire to become bilingual.
We suggest the District 2 Education Council change their objective from, “We, School District 2 will develop initiatives and programs to be implemented by September 2003 at the K-3 levels, to assure all students exiting grade 3 read in the English language at an acceptable level by June 2006” to an objective that could encompass both the English program and the French Immersion program, such as, “We, School District 2 will develop initiatives and programs to be implemented by September 2003 at the K-2 levels, to assure all students exiting grade 2 read in English or French at an acceptable level and all Early French Immersion students exiting grade 5 read at an acceptable level in English and French by June 2006.” This change would demonstrate a clear commitment to the English program and to the French Immersion Program. This is a more suitable initiative for a District Education Council to aspire to in a bilingual province and in a bilingual city.
CPF New Brunswick is concerned the District 2 Education Council wants to make such a large and sweeping change to the education system in New Brunswick. Every other school district in New Brunswick is offering Early French Immersion and working hard to make the program successful. The Scraba Report suggests part of the challenge with education in New Brunswick has been too many changes, too quickly. We fear this suggestion by the District 2 Education Council could be another major change without any indication it will address or improve the situation in the English program. The Scraba Report recommends no major changes for four years. Scraba points out that early immersion is not the problem. In light of this, it is unconscionable for the District 2 Education Council to target Early French Immersion.
CPF New Brunswick suggests there are less drastic methods to address the District 2 Education Council’s concerns without eliminating the popular Early French Immersion program and without taking choices away from parents and children. On January 15th, on January 30th, on February 1st and again on February 13th, 2003, we met with concerned parents and teachers to get their views about what should and could be done about the District 2 Education Council’s literacy concerns. We are Anglophone parents and we want our children to be literate in both English and French. In this discussion paper, we will bring forward some alternative solutions to eliminating Grade One Early French Immersion.
(1) Concern Number One
English Literacy
The District 2 Education Council has expressed a desire to improve English literacy. This is a commendable goal and we agree wholeheartedly. However, the petition to eliminate Early French Immersion is inappropriate since children in Early French Immersion achieve higher literacy in English and in French by the end of grade five, than children in the English program, according to academic research and our own provincial test scores.
If literacy is a concern, children in Early French Immersion should be tested in French literacy and children in the English program should be tested in English literacy throughout grades one, two and three to determine if targeted literacy results are being reached. District 6 and 8 are doing this already in their Early French Immersion program and are experiencing success pinpointing and addressing children’s individual literacy challenges. The results of these tests are helping teachers target students who need extra help.
Children in Early French Immersion should not be expected to achieve high scores in English literacy until they have had a few years of formal English language arts. Children are already being tested by the province at the end of grade five in English and test results show Early French Immersion students are surpassing their English program counterparts. Research proves literacy is not language exclusive. If children can read in French, they will be able to read in English. Literacy skills are transferred from one language to the other and research shows the bilingual child develops improved literacy skills in their mother tongue.
In our focus group meetings with parents and teachers several suggestions came forward for improving literacy skills in the early grades.
(1) Schools and school districts must be accountable for early childhood literacy. Children in the English and the French Immersion programs should be tested orally twice a year in reading and comprehension in grades one, two and three. These tests should be conducted by a source outside of the school, possibly a person from district office. District 6 and 8 have implemented this method of testing Early French Immersion students. Individual reading problems are caught early and addressed. When problems are detected, children should get remediation immediately. This could be done after school or on Saturdays. Alberta is presently doing this with their “School is Cool” Saturday remedial program. With this method of early detection of reading difficulties, all children will get remediation as needed and will not have to wait to be formally diagnosed with a learning problem to receive extra help.
(2) The retention policy must be reviewed. It does not benefit a child to move them to the next grade if they have not mastered the work in the previous grade. This only compounds learning problems and hurts the child’s self-esteem.
(3) Teachers are feeling frustrated because they are forced to teach to the lowest common denominator. The curriculum should be implemented so teachers can teach to the average child. Enrichment should be put in place for high achievers and remedial help should be available to struggling students. Establish selected indicators of success for each grade in Math, English and French. Make the curriculum indicators simple, direct and “teacher friendly” so indicators of success are clear to teachers.
(4) Investigate split and combined classes. Are they working?
(5) More resources are needed to improve literacy. We were pleased to hear this addressed in the Premier’s State of the Province Address on January 30, 2003 and we understand it will be addressed further in the Minister of Education’s “Quality Learning Agenda” to be released in March 2003.
(6) More teacher training and Professional Development for handling extra adults in the classroom are needed. Some classrooms have more than one Teacher Assistant and teachers find the extra adults in the classroom a distraction.
(7) More training for Teacher Assistants. The most needy children are being placed in the care of the least qualified personnel. More accountability for Resource teachers in the delivery of target programs.
(8) Implement the “Good for Kids” program in all schools. This program releases the homeroom teacher for half a day every other day to work with the students in the class who are in need of remedial help. The program works on the premise that the homeroom teacher knows her children’s needs best. A regular supply teacher takes the class while the homeroom teacher is absent, thus providing continuity for the children remaining in the classroom. This has been implemented in District 6.
(9) Every school needs an interventionist to address behavior problems. Every school should have a room to take these children to when they are disrupting the regular classroom routine.
(10)Poor literacy skills are a systemic problem and a curriculum problem. Literacy skills must be addressed by the end of grade two in French and/or English. When young children begin school they “learn to read”. As they get older, children “read to learn.” As the course content gets more difficult in the higher grades, it is imperative that children can read and understand what they are reading.
(11)Lengthen school day after grade two. There is not enough time in the day for teachers to get everything done. Provide after school remedial programs for struggling students up to and including grade two.
(12)Introduce the “Jolly Phonics” program in kindergarten. This is currently being used in certain School District 6 and is effective in ensuring children are getting the basics.
(13)Take the language arts curriculum “Back to Basics” in grades one and two. Concentrate on the alphabet and letter sounds. Ensure children are developing good phonetic skills. Concentrate on reading and writing skills.
(14)More time on task in the classroom with Core subjects such as Math, Science, English and French language arts. Too much time is being taken away from the classroom for extracurricular activities. Anti-smoking programs, the D.A.R.E. program and fire prevention are all important, but limit the number of extra’s that are being introduced to avoid taking too much time away from academics.
(2) Concern Number Two
Streaming
Research over the last thirty years shows the earlier the entry point to French Immersion, the less streaming occurs. For this reason, if streaming is an issue, a later French Immersion entry point at grade three or four would only exacerbate the problem. We know grade one French Immersion classes are the most heterogeneous. The grade four immersion class becomes more homogeneous.
Children of all intellects and socio-economic backgrounds are given equal opportunity to become bilingual in the Early Immersion Program. The achievement of bilingualism is not linked to intelligence. We cannot assume average and below average students will not do as well in Early French Immersion as above average students. In fact, studies and research have found the opposite to be true.
Early French Immersion has contributed to increasing the “brain power” of all students. Research tells us the bilingual child develops better cognitive thinking skills, improved de-coding skills, and better analytical skills. French Methods and Resource services should be offered to the struggling immersion student. The immediate reaction to the struggling immersion student should not be to transfer him to the English program. This will not make the learning difficulty disappear and puts more stress on the English program. If the proper support is offered, the child will be able to succeed in the French Immersion program as well, or better than, he will succeed in the English program.
Our focus groups suggested several alternatives to address streaming without eliminating the Early French Immersion program:
(1) The Early French Immersion program does not cause streaming. The program is open to all children and there is no screening or pre-test to enter the program. If streaming occurs, it is caused by the administration and mismanagement of the program and lack of services to the immersion student, not by the program itself.
(2) The later the entry point for French Immersion, the more possibility streaming will occur. Children who have already started school in the English program and have encountered any kind of difficulty, are hesitant to try new things or who are not academically inclined will not choose a later entry point for French Immersion. This could increase the possibility of streaming.
(3) Every school that offers the Early French Immersion program to its students should ensure there is at least one bilingual Methods and Resource teacher on staff to provide services to Early French Immersion students in French and to English program students in English. Parents should not be forced to transfer their children from French Immersion to the English program so they can receive remedial help. We need to access existing bilingual Methods and Resource teachers in the system to better serve French Immersion students.
(4) Schools and school districts must ensure parents receive the correct information about French Immersion. The myth that below average students cannot succeed in French Immersion must be addressed. School and district personnel should not be giving advice to parents which is not based on sound academic research or statistics.
(5) Implement the Alberta model, and start French Immersion in kindergarten. Once parents see how quickly and easily their children can learn French, they will not have such a difficult decision to make in grade one. Parents will be able to see readily how their children adjust to learning another language before the curriculum becomes more academic. Kindergarten French Immersion is a good introduction for children to their second language in a more relaxed atmosphere than the formal classroom setting in grade one. District 6 is offering kindergarten immersion at Sussex Elementary School. Their curriculum could be easily adapted to other school districts.
(3) Concern Number Three
Proficiency in French
Early French Immersion produces the highest proficiency in French and does not hinder English skills. Early French Immersion produces the highest percentage of students who reach the Intermediate Plus and the Advanced level of proficiency in French.
If we are to reach the federal government’s initiative of graduating 50% of our students bilingual by the year 2010, eliminating three years of French instruction in the early grades will hinder our efforts to achieve this goal.
Many of the grade twelve students who are presently being tested were in the Early French Immersion program before Policy 309 time-on-task minimum standards in French were implemented in their school districts. These students have not had the benefit of full Policy 309 time-on-task in French. We will not see full fledged Policy 309 time-on-task graduates in Early French Immersion until 2008, possibly 2010 in some school districts.
Present graduates are being held up to the goals of Policy 309 proficiency, but have not experienced the full benefit of Policy 309 time-on-task in French. If reaching the proficiency goal in French is a concern, we should be looking at ways we can increase time-on-task in French in the classroom and outside of the classroom. We should be providing opportunities for extracurricular activities for students in French to increase time spent using French.
Our focus groups suggested several ways to improve proficiency in French without eliminating grade one Early French Immersion:
(1) Wait to measure proficiency success in French until we are testing students in grade twelve that started immersion after Policy 309 time-on-task and proficiency goals were set and implemented.
(2) The Department of Education must make school districts accountable to Policy 309 minimum time-on-task requirements in French in order for students to reach proficiency goals. Students cannot reach proficiency goals if their schools and school districts are not meeting minimum time-on-task requirements in French.
(3) The Department of Education must take the leadership role and the responsibility to encourage school districts and schools to cultivate acceptance and promotion of bilingualism in schools. French Immersion should not be looked upon as a nuisance or an inconvenience to administrate.
(4) Principals, district staff and district education councils must be accountable for leadership regarding teaching and learning in schools. People in positions of power must be accountable for giving accurate information to parents so they can make informed choices for their children’s education. Personal opinions should not become involved. Sound academic research and statistics should be given to parents.
(5) French immersion teachers need more support. The majority of principals have no experience or expertise with French immersion programs or curriculum. There is only one French second language supervisor in every school district and one French Second Language Consultant at the Department of Education. Since school districts were amalgamated, the district French Second Language Supervisor’s time is spread very thin and they don’t have enough time to consult with or mentor French Immersion teachers.
(6) When the percentage of students reaching proficiency goals in French are reported, the percentage of students at an acceptable level in French for their program should also be reported. This is done in Math, English and Science and should also be done in French.
(7) French Immersion teachers must insist that French Immersion students speak French in school. Principals must support this initiative. Students must be motivated in school to speak French. Students must be proud of their accomplishments. French Immersion student’s successes should be celebrated and not downplayed by schools or teachers. Negative attitudes trickle down to students, parents and other personnel.
(4) Concern Number Four
Drop-out Rate
High School students have pointed out once they reach high school their principals and guidance counselors place little emphasis on completing the French Immersion program. No emphasis is put on making the course time table user friendly for French Immersion students. Often required courses for university entrance, such as Calculus or Level One Mathematics, are scheduled at the same time as French Immersion classes. Students often have to drop a French class in order to acquire their Math and Science courses.
Dropping one French class puts a student in the French Immersion drop-out category, even though they may be continuing with other immersion courses. Students suggest that non-required courses be scheduled at the same time as Immersion French classes. Some high schools have been accommodating.
Research tells us the drop out rate is higher in Middle Immersion and Late Immersion, than it is in Early Immersion. It is not necessary to eliminate Early French Immersion to address drop-out rates in high school French Immersion programs. We need to be investigating avenues to encourage students to stay in the French Immersion program and complete it.
Our focus groups made the following suggestions to address the student drop-out rate in high school French Immersion:
(1) Students should get more support and encouragement from their schools to stick with the French Immersion program.
(2) A French Immersion Certificate should be awarded to students at graduation as an incentive to complete the Immersion program. This is already being done in District 6, District 15 and District 18.
(3) Guidance counselors and principals must explain to students if they drop one French course, they are considered a French Immersion drop-out. Students do not realize if they drop one French course, they are no longer considered a French Immersion student. Improve guidance counseling services at the high school level.
(4) Schools must take the responsibility to explain to students if they drop a French course they will lose their French Immersion proficiency certificate. Many do not realize they are becoming a Core French student by dropping a French Immersion course. Parents do not get this information until it is too late.
(5) High schools must make the course time table more user friendly for French Immersion students.
(6) Investigate the drop-out rate at the end of grade ten to see if the lack of flexibility of course choices is encouraging students to drop French courses in later grades.
(7) Rural schools should offer virtual courses in French on-line (similar to the on-line Spanish courses). This would help address course shortages and teacher shortages in smaller schools.
(8) CPF National is developing a peer tutor program which can be implemented at the elementary school level to reduce attrition from French immersion programs in the early grades, which could be piloted in District 2.
Conclusion
Canadian Parents for French New Brunswick requests the Government of New Brunswick not eliminate Early French Immersion in District 2 or any other school district in the province.
We request that Policy 309 remain intact and that Districts be required to adhere to the Policy. Before implementation, the Policy was devised from sound academic research. The Districts must be held accountable to offer quality French Immersion and Core French programs. There must be uniformity and standards from district to district. We do not want to go back to pre-Policy 309 when every school district was offering something different and parents had no idea what to expect from year to year.
If District 2 is granted a variance to Policy 309, other school districts would expect to be treated equally. The end result could be a multitude of variances, not necessarily based on solid pedagogy or sound academic research. We do not want to open this Pandora’s Box. We should be moving forward, not backward.
Early French Immersion was chosen for delivery in elementary schools in 1994 because it is the program which provides the best option for children with varying levels of academic ability. Early French Immersion produces the highest proficiency in French. By introducing the children to French as a second language at an early age, Early French Immersion optimizes the probability that children of all ability levels will learn their second language before more complex subject matter is introduced.
Late French Immersion was chosen for delivery in Middle School in 1994 to give children another opportunity to become bilingual. Many rural elementary schools do not have the student body to introduce an immersion program at the elementary school level, either in grade one or grade four. Taking this into consideration, the Late Immersion program is offered to give students feeding into a larger Middle School an opportunity to become bilingual.
Early and Late Immersion programs fit together perfectly. Early Immersion is available to students who want to become proficient in French at an early age and Late Immersion is offered to students who cannot access an immersion program in the early grades because of school size, lack of transportation to a larger school, or other reasons.
Our principal concerns in this current request from District 2 for a variance to Policy 309 are:
(1) We want Early French Immersion to continue in District 2 and in New Brunswick. Language research shows the most opportune time for language acquisition is during the early years of childhood, particularly from birth to seven years of age. Research has continually shown that Early French Immersion, starting in kindergarten or grade one produces the best linguistic results and helps improve literacy skills.
(2) We want children enrolled in French Immersion to have access to remedial help in French. The concept of equity, fairness and equal opportunity is the basis of public education. We believe French Immersion students deserve access to Student Services in French.
(3) We want principals and school districts to stop making French Immersion the scapegoat for other problems in the education system. Today’s students must be given every opportunity to enhance their linguistic skills in the best language programs our educators can devise. Early French Immersion has proven to be a very effective means of achieving high levels of second language and communication skills. The Canadian Immersion model has been adopted by other countries around the world as an effective means of teaching a second language.
(4) We want protection for parents who want their children to learn French at an early age. Policy 309 provides this protection. Francophone parents are protected under the Charter of Human Rights and Freedoms to educate their children in French. Anglophone parents in a bilingual province do not have this protection. English parents do not have the Minority Language Rights protection, but the Universal Declaration of Human Rights does say in Article 26.3, “Parents have a prior right to choose the kind of education that shall be given to their children.” Early French Immersion parents are in the minority in the Anglophone school system, but in a bilingual province they want the same right to educate their child in French as Francophone parents.
We request the Government of New Brunswick take a leadership role in encouraging all school districts to develop excellent, high quality Early French Immersion programs. Every province in Canada offers Early French Immersion except Nunavut. Nationally, Early French Immersion is by far the most popular program for French Second Language instruction. Across Canada, 28 school boards offer middle immersion, 41 offer late immersion and 151 offer early immersion.
We are requesting the Government of New Brunswick not take the choice of Early French Immersion away from students and parents in our officially bilingual province. This decision will have an impact not only on children in New Brunswick, but on children across Canada. Other school districts in New Brunswick and school boards across the country are waiting and watching to observe the level of commitment this government has to bilingualism.
Do not allow District 2 to take an educational step backward in a major bilingual community in Canada’s only officially bilingual province. New Brunswick is respected as a leader in French Second Language education across Canada and internationally. To penalize Early French Immersion students on the basis of a hypothetical assumption that another group may benefit is discriminatory. To deny children of District 2 the opportunity to become bilingual by participating in Early French Immersion and to deprive them of its proven benefits is wrong and unjust.
We look forward to our government taking a positive step in reinforcing the vision of New Brunswick as a province where our citizens have the opportunity to benefit from the richness that our linguistic duality provides. Please do not grant District 2 a variance to Policy 309. A change in Policy 309 would have a detrimental affect on the children in New Brunswick. Therefore we request any variance to Policy 309 be denied.
Respectfully submitted by
Jane Keith, Executive Director and The Board of Director’s CPF New Brunswick Branch
Rajinder Bajwa, President
Lucille MacKinnon, Vice-President
Roger Côté, Secretary
Ron Savoie, Director
Jim Carroll, Director
Janice Ingersoll, Director>
Huguette Poirier, Director
Robert Bernier, Director
Staphan Roberge, Director
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