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Several Web sites are listed in this resource. These sites are listed as a service only to identify

potentially useful ideas for teaching and learning. Alberta Education is not responsible for maintaining

these external sites, nor does the listing of these sites constitute or imply e ndorsement of their content. The Crown and its agents, employees or contractors will not be liable for any direct or indirect

damages arising from the use of any of these sites. The responsibility to evaluate these sites rests with

the user. Note: All Web site addresses were conrmed as accurate at the time of publicatio n but are subject to change. Copyright 2014, the Crown in Right of Alberta, as represented by the Minister of Education. Alberta Education, French Language Education Services, 9th Floor, 44 Capital Boulevard,

10044 - 108 Street NW, Edmonton, Alberta, Canada, T5J 5E6.

Every effort has been made to provide proper acknowledgement of original sources. If cases are identied where this has not been done, please notify Alberta Education so appropriate corrective action can be taken. Permission is given by the copyright owner to reproduce this resource for educational purposes and on a nonprot basis, with the exception of materials cited for which Alberta Education does not own copyright. Permission is also granted for sharing the electronic les via network capabilities at the school or jurisdiction level.

Handbook for French Immersion Administrators

Alberta Education, Canada, 2014

TABLE OF CONTENTS

Chapter 1: The Immersion Approach—Principles and Practice

A. Introduction

B. Progr am Goals C.

Key Char

acteristics

D. How French Immersion Works

Integration of Language and Content

Learning Two Languages: Similarities

Learning Two Languages: Differences

Transfers and Interference

E. Immersion Pedagogy

Interests and Needs of Learners

Linguistically Rich Learning Environment

Variety of Authentic Learning Situations

Vibrant School culture

F. Types of Schools

Immersion Centre

Dual-track or Multi-track School

G. French Immersion Delivery Models

Early French immersion

Late Immersion

Comparison - Early and Late Immersion

H. Research Findings

I. Myths and Facts

J. Historical Overview of French Immersion

1960s
1970s

1980-90s

2010

K. French Language Instruction in Alberta

1890s

1920-1960

1960-1970s

1980-1990s

2000-2010

References

Chapter 2: Conditions for Educational Success

A. Introduction

B. Progr amming

Program Characteristics

Amount of Time

Table of Contents

Handbook for French Immersion Administrators

Alberta Education, Canada, 2014

C.

Teaching

Teaching Strategies

Teacher Characteristics

D.

French Instruction

Listening and Speaking Skills

i.

The teacher

ii.

The student

Reading and Writing Skills

i.

Reading skills

ii.

Writing skills

E.

English Instruction

F. When Should English Language Arts Be Introduced? G.

Who Teaches the English Portion of Time?

H.

Teaching the Content Subjects

I.

Kindergarten

J.

French Immersion at the Secondary Level

K.

The Importance of Culture

L.

Language Instruction Across the Disciplines

M.

Leadership

N.

Stability

O.

Professional Development

P. Resources

Q.

Support Services

References

Chapter 3: Providing Provincial Leadership for French Immersion A.

Introduction

B.

Language Education in Alberta

C.

School Administration

Guide to Education

Time Requirements

Elementary

Secondary

D.

Program Resources

Kindergarten

Grades 1 to 12

E.

Provincial Funding

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Handbook for French Immersion Administrators

Alberta Education, Canada, 2014

F. Federal Funding

Program Funding

Teacher Bursary Program

Students: Language Learning Program

Students: Language Development Exchange Program

Language Assistants

Program Development for School Jurisdictions

G.

Provincial Assessment

H.

French Immersion Students" Results

I.

Language of Diplomas and Transcripts

J.

French Language Education Services

References

Chapter 4: Providing Jurisdictional Leadership for French Immersion A.

Introduction

B.

Roles and Responsibilities

Trustees

Superintendents and Senior Administrators

i.

Program

ii.

Program delivery

iii.

Funding

iv.

Networking

v. Leadership vi.

Program promotion

vii.

Students with special needs

C.

Policy Matters

The Value of Second Language Learning in Education

Access and Equity

D.

Long-range Planning

Funding and Accountability

Stability and Growth

Professional Development

Support Services

Quality and Assessment

References

Chapter 5: Providing School Leadership for French Immersion A.

Introduction

B.

Addressing Program Needs in Dual-track Schools

Condition for Success

True Partnership

C.

Creating a School Culture

French: The Language of Communication

Cultural Events

Community Supports

Table of Contents

Handbook for French Immersion Administrators

Alberta Education, Canada, 2014

Good Working Relations

A Program for all Students

D.

Teacher Interviews

i.

Educational philosophy

ii.

Second-language pedagogy

iii.

Second-language methodology

iv.

French culture

v. Student evaluation vi.

Language skills

vii. viii.

English language skills

ix.

Area of expertise

x.

Teaching challenges

xi.

Potential contribution

xii.

Career plans

E.

Supporting Newly Hired Staff

F. Supervising and Evaluating Staff

G.

Professional Development Needs

French Language Skills

Teaching Strategies

Networking

Professional Journals

H.

Organizing for Instruction

I.

Establishing and Maintaining a Library

J.

Responsibilities of Staff and School Councils

Teaching Staff

Resource and Support Staff

School Councils

References

Chapter 6: Supporting and Working with Parents

A.

Introduction

B.

Parents as Partners

C. What All Parents Need to Support Their Child"s Education

Knowledge

Skills

Attitudes

D. What French Immersion Parents Need to Support Their Child"s Education

Knowledge

Skills

Attitudes

E.

Table of Contents

Handbook for French Immersion Administrators

Alberta Education, Canada, 2014

F. Tools and Strategies

Tools

Strategies

G.

Strategies—Immersion Parents" Needs

Understanding the Program

Understanding the Curriculum and Teaching Strategies

How to Help with Homework

Helping at School

Understanding Provincial Assessments

Effective Home-School Communication

H.

Resources for Parents

References

Chapter 7: Recruitment and Retention of French Immersion Students A.

Introduction

B.

Successful Recruitment Strategies

Negative Recruitment Factors

i.

Practical factors

ii.

Program factors

iii.

Student factors

iv.

Parent factors

Positive Recruitment Factors

i.

Program factors

ii.

Parent factors

C.

Elementary Level

i.

Student factors

ii.

Parent factors

iii.

Program factors

Secondary Level

i.

Student factors

ii.

Parent factors

iii.

Program factors

D.

Marketing: The Process

Components of Marketing

i.

Product

ii. Price iii.

Location

iv.

Promotion

Messages Promoting French Immersion

Did You Know?

E.

Long-term Viability

Marketing Plan and Annual Promotion

Target Audience

Teamwork

Strategies, Activities and Materials

Table of Contents

Handbook for French Immersion Administrators

Alberta Education, Canada, 2014

F. Promotional Activities and Tools

Attract Attention

i.

Promotion by a school or jurisdiction

ii.

Promotion involving the community

iii. Promotion involving parents, students and graduates

Make A Good First Impression

i.

Reception

ii.

Appearance

iii. Tours iv.

Make time

Provide Program Details

Develop a Comfort Level

i.

Use direct promotional materials

ii.

Involve the community

Organize Parent Information Evenings

Involve the Parents

References

Chapter 8: Inclusion of Students with Diverse Needs in French Immersion A.

Introduction

B.

What is inclusion?

C.

Advantages of inclusion in French Immersion

D.

Guiding the concerned teacher

E. Can diverse learning needs be supported in a French Immersion program? F. G. Accountability to students in French Immersion schools H. Strategies to meet all needs in the French Immersion classroom I. Differentiated instruction in a French Immersion classroom J. Decision about transferring a student to an English-only program K.

Transferring to an English-only program

L.

Conclusion

M.

Recommended resources

References

Chapter 9: French Studies Beyond Grade 12

A.

Post-secondary Opportunities

B.

Alberta Universities

Athabasca University

Grant MacEwan University

Mount Royal University

University of Alberta - Campus Saint-Jean

University of Alberta - Faculty of Arts

Table of Contents

Handbook for French Immersion Administrators

Alberta Education, Canada, 2014

University of Calgary

University of Lethbridge

C.

Alberta Community Colleges

D.

Elsewhere in Canada

British Columbia

Saskatchewan

Manitoba

Ontario

Quebec

New Brunswick

Nova Scotia

E.

Other Post-secondary Opportunities

Chapter 10: Support Agencies and What They Offer

A.

Cultural Activities/Organizations

ACCENT

Alliance Française

Ciné-Club of Edmonton

Cinémagine

Conseil de développement économique de l"Alberta

Francalta

La Girandole

Le Regroupement artistique francophone de l"Alberta La Société francophone des arts visuels de l"Alberta

L"Unithéâtre

B.

Newspapers and Media

Le Chinook

Le Franco

Radio-Canada—Alberta

C.

French Bookstores

Le Carrefour

Livres Lacoste

D.

Provincial and National Associations

Alberta School Boards Association for Languages Education

Association canadienne-française de l"Alberta

Canadian Association of Immersion Teachers

Canadian Parents for French

Background

CPF and the school administrator

Conseil français

Fédération des parents francophones de l"Alberta E.

Government Agencies

Francophone Secretariat

Chapter 11: Textual and Multimedia Resources

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[PDF] french verb conjugations chart

[PDF] french verb tenses chart explained

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[PDF] french verbs list a z