CPFMagazine Fall 2019 Issue

Inclusion
in French
Immersion
A Parent’s Perspective
BY KATE PETERS, CPF NATIONAL, DIRECTOR AT LARGE
There was never any question that Nicholas would be enrolled
in a French immersion program. Learning French was one
of his family’s core values – his sister had been through
immersion, his father was bilingual, and his mother believed in the
importance of learning Canada’s official languages and the benefits of
bilingualism. But from the very beginning, Nicholas was discouraged
from continuing in the program. In his first year, and every year
thereafter, his parents were advised to remove him from French
immersion. They knew he had some learning challenges, but it took
years to get the school to have him tested. Once diagnosed, they
found that the supports and accommodations Nicholas needed to
be successful were unavailable. Teachers and administration alike
seemed unable to help.
But today, Nicholas is bilingual and enrolled in French courses
in high school. His story confirms research that shows that learning a
second language is beneficial for all, improving literacy, self-efficacy,
executive functioning, and even skills in science and math. Research
also shows that with the right accommodations, all kids can be
successful in learning French. The struggle of Nicholas' parents to
keep him in French immersion is a case study in another documented
phenomenon: French as a Second Language (FSL) classrooms are not
always inclusive of students with learning challenges. The situation is
challenging for students, parents and teachers. Parents may struggle
to navigate the system and to know who to trust when teachers
and administrators advise them to remove their children from the
program. Parents of children with challenges need to become strong
advocates to support their success, and especially to keep them in FSL
programs. Here are some tips.
What parents can do outside school – Reflecting on ten years of
navigating the system to keep their son in immersion, Nicholas’
parents believe that what Nicholas did after school was just as important
as what happened in the classroom. “We found places where he
could excel” they explain. He always loved sports, so soccer became
a focus. Winning on the field was an important counterbalance to
his struggle in the classroom. They also built a web of supports for
both Nicholas and his family. Mentorship was valuable to Nicholas,
who saw that there were many ways to be successful that weren’t
academic; and it shored up his parents, who learned from other
parents who had been through the same sorts of challenges.
What parents can do within the system – Families whose children
are struggling academically are often encouraged to withdraw their
child from the FSL program and place them in an English stream
program or school. Teachers and administrators believe that if a
student is struggling, for instance due to a learning disability, then
the best option is a program where more supports are available.
Parents faced with these pressures and the advice from teachers
and administration may feel like they have to make a choice
between the opportunity for their child to learn French, and
programs which meet their child’s specific needs. It is not surprising
that researchers have identified in this situation an equity issue
in French immersion and special education in Ontario (Arnett &
Maddy, 2010). So what can parents do to advocate for their child
within the system?
Engaging early and often – Nicholas’ parents describe how each
year, they would start anew with teachers who sometimes lacked
training on how to accommodate students’ learning needs. In their
experience, the burden of the accommodation was often placed
on the family. This burden was both emotional and financial – they
were expected to pay for assessments or specialized materials to
12 CPF MAGAZINE FALL 2019