Literacy Outcomes in French Immersion

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Contents

Fred Genesee, McGill University
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Summary

This paper discusses the research on literacy outcomes of students in French immersion programs, with a focus on students who might be at risk for poor language and literacy development.

In the paper, risk is defined as:

  1. Students at risk for or have reading difficulties owing to clinical factors, and
  2. Students with learner or background characteristics of a non-clinical nature that are often associated with low levels of school achievement including:
    • disadvantaged socio-economic backgrounds;
    • low levels of general academic or intellectual ability; or
    • low levels of native language ability.

Recent research on immersion students who might be at risk for, or who are currently experiencing difficulty with reading, is very limited. The studies that do exist, however, consistently find that at-risk students are not at greater risk in immersion than similar students in English programs. The inclusion of at-risk students in immersion programs raises some important practical, ethical and legal issues. The limited availability of research-based knowledge concerning at-risk immersion students calls for cautious decision-making regarding the inclusion, retention and treatment of individual students. From an academic standpoint, however, available research provides support for policies that make French immersion programs accessible to a wide range of students.

Key Findings

  1. Second and first language reading acquisition are the same in some fundamental respects;
  2. Students at risk for reading difficulty in a second language exhibit the same profile of difficulties as students at risk for reading difficulty in a first language;
  3. The same measures can be used to identify students who are at risk for reading difficulty in English-as-a-first language can be used to identify immersion students who are at risk for reading difficulty; and, by inference,
  4. Immersion students who require additional support learning to read French be provided individualized reading programs that reflect current best practices regarding first language readers and writers who are struggling or at-risk.

In addition, the results of a second research focus - intervention studies - suggest that interventions designed specifically for immersion students who are at risk for reading difficulty are feasible and can be effective, at least in the judgment of teachers, parents and students.

Virtually all studies that examined the reading (and other language and academic) outcomes of French immersion students who are at risk for literacy difficulties owing to non-clinical reasons (low levels of first language ability, academic ability and socio-economic status) found that such at-risk students are not at greater risk for reading and writing difficulties in immersion than similar students in English programs and, at the same time, they benefit from participation in immersion in acquiring significantly better French language skills, including reading and writing, than students in core French programs.

Recommendations for Future Research

In response to a noticeable lack of current research in this area, the paper calls for research in the following areas:

  • The performance of Anglophone students in French immersion programs who have language, learning or reading impairment.
  • The reading performance of students with severe sensory-perceptual or cognitive challenges.
  • Writing outcomes in French immersion with a focus on immersion students with poor writing skills.
  • Studies that identify the accommodations and differentiated teaching-learning strategies that would be most appropriate and effective for immersion students with literacy difficulties.
  • Research that documents the effectiveness of interventions for immersion students with reading difficulties.
  • Replications of studies conducted in the 1970s and 80s that examined the reading outcomes of French immersion students at risk for literacy difficulties owing to non-clinical reasons such as low levels of first language ability, academic ability and socio-economic status.

What Do You Think?

  1. Do you agree or disagree strongly with any of the evidence presented in the paper?
  2. What are your thoughts on the conclusions that the paper draws from the available evidence about literacy outcomes in French immersion and students at risk for literacy difficulties?
  3. Can you provide examples from your own experience or other research that you may have read to support or challenge the evidence presented in this paper?
  4. Seven areas for further research are called for in this paper. In your opinion, which of these research areas should be prioritized?
  5. Would you add anything to the main points or conclusions to enhance our understanding of literacy outcomes in French immersion, especially as they relate to students at risk for literacy difficulties?
  6. What impact do you feel the evidence presented in this paper might have on local or regional French immersion programs and policies?

Comments

February 10th, 2009 at 10:06 pm, J Newton Says:

Findings appear to coincide with my own experience working to help children with phonemic awareness difficulties. Research is needed to learn whether it matters if remediation strategies are applied in the child’s first language or the immersion language (or both).
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