Proud to be tvmbo - Kortlopend Onderwijsonderzoek

2.5.3 Immersion and ‘at risk’ students
Genesee’s study (Genesee, 2007) in Canada also discussed ‘at risk’ students in French
immersion classes: ‘at risk’ students are those with language, literacy and other academic
difficulties. The outcomes of the study are positive about immersion for these
students, Genesee writes, too, “such students are not differentially handicapped in their
native language and academic development in comparison to groups of similar students
in English only programs” (Genesee, 2007: 673).
Some of the results of Genesee’s study are relevant for schools considering tvmbo:
• Below average students in French immersion schools scored better in their French
language development than comparable students in an English only school. They
scored higher in French language tests than similar below average students who
had regular French lessons at an English only school.
• There was no significant difference within same reading level in French (their
second language) on accuracy between French immersion and English only students.
There were, however, significant differences on measures of speed and fluency
between immersion and English only students: the English only students
were quicker readers. The students in the immersion programme who had reading
difficulties had “the same risk profile whether they are assessed in English or in
French” (Genesee, 2007: 673-4).
Regarding the first point above, we can conclude from this study that tvmbo seems to
be beneficial for language learning. It suggests that tvmbo students will achieve higher
level English language skills than their peers in regular vmbo classes. However, these
results also mean that teachers need to work on reading skills and strategies in both
Dutch and English to keep reading levels up.
With regards to the second point above, Genesee’s work suggests that tvmbo students
who have reading difficulties will not be disadvantaged in a bilingual stream. He concludes
that “immersion students are not at differentially greater risk than similar students
in all English programs” (Genesee, 2007: 676-677). In an important statement,
he considers that excluding these students from immersion “is to deprive them of access
to what is arguably the most effective form of second language (L2) education
and, in turn, from an important life and job related skill, namely, proficiency in
French”. Tvmbo gives students a chance to be included in the life and job related skill
of English language proficiency.
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