SUPPORT FOR ADMINISTRATORS OF FRENCH IMMERSION PROGRAMS Based

SUPPORT FOR ADMINISTRATORS OF FRENCH IMMERSION PROGRAMS Based on the Handbook for French Immersion Administrators (2010) FOUR CORNERS AND IN THE MIDDLE BUSINESS CARD 1. School/jurisdiction and your assignment 2. Number of years you have been involved in the French Immersion Program 3. Something you hope will be a focus of this workshop

4. A stretch and a success 5. A personal belief or value you have about the FRIM program BACKGROUND 1. This workshop was developed by a) the Alberta Regional Professional Development Consortium - (ARPDC) b) the Alberta Teachers Association - (ATA) c) the French Specialist Council Le Conseil franais - (Le cf) 2. Funding for this project was provided by a grant from Alberta Education - (AB ED) 3. The information provided is a summary of the key elements found in Alberta Educations document Handbook for French Immersion Administrators 2010, 4. A Facilitator Guide has been developed to accompany this workshop.

5. This PPT presentation is designed for use by those who facilitate adult learning and who may wish to share information found in the handbook with their FRIM administrators in a face-to-face workshop setting. 6. These resources along with other support materials are available for download at ERLC THE IMPORTANCE OF LEARNING A SECOND LANGUAGE http://youtu.be/mzEjzL6_gyE HONOURABLE MICHALLE JEAN (excerpts from speech given at ACELF, (Association canadienne des ducateurs de

langue franaise), September 2011 English and French are the two official languages of this country. What would Canada be without this rich heritage? Canadians need to realize that safeguarding French culture and language with all of its vitality must be everyones concern, and not solely a Francophone concern, for the greater good of

all Canadians. Rt. Hon. Michal Jean, Speech in English.Sep 2011.ACELF/ Trs Hon. Michal Jean.septembre 2011.L'ACELF.Discours en franais/ PARLEZ-VOUS FRANAIS? Oui! Non! Maybe? You Know More French Than You Think!

DID YOU KNOW 7580% of English words come either from French or share a Latin root with their French equivalents. French is spoken by 130 million people worldwide.

French is the second language of the Internet after English. Handbook for FRIM Administrators (2010) Chapter 7, Section D DID YOU KNOW French is the language of world diplomacy and the working language of international organizationssuch as: European Economic Community United Nations NATO International Monetary Fund International Olympic Committee

Handbook for FRIM Administrators, 2010 Chapter 7 Section D FACTS ABOUT THE FRIM MODEL The Canadian model for FRIM is now in use in Australia, Finland, Hong Kong, Singapore, Spain and the United States. Handbook for French Immersion Administrators 2010, Chapter 1, Section J No other Canadian educational model has been so thoroughly researched and evaluated. Canadian Education Association, August 1992, French Immersion Today SUPPORT FOR ADMINISTRATORS

of FRIM PROGRAMS This workshop will cover: 1. The basic principles of French Immersion programs 2. Essential things to know for an administrator of a FRIM program 3. Creating a French immersion environment in your school 4. Strategies to support French Immersion teachers, students and parents 5. Resources that support your French Immersion program THE BASICS OF FRENCH IMMERSION

French Language Programs Offered in Alberta French Immersion and School Settings How French Immersion Works Why French Immersion? Program Goals: Expectations Key Characteristics FRENCH LANGUAGE PROGRAMS OFFERED IN ALBERTA French First Language: (L1) for students whose first language is French (Francophone) Francophone students identify with the culture

Francophone students abide by the Charter of Rights French Immersion (FRIM): (L2) for students whose family heritage is not French FRIM students learn to appreciate the culture French as a Second Language (FSL): (L2) students learn French as a subject, a certain number of minutes/week. FRENCH IMMERSION (L2) & SCHOOL SETTINGS French Immersion: All subjects are taught in French, K-12 and students follow the Alberta Program of Studies.

Early immersion: Program begins in K or Gr 1 Middle immersion: Program begins in Gr 45 Late immersion: Program begins in Gr 67 School Settings: Dual-track school: a school housing both an immersion program and a regular English stream (or immersion and another alternative program) Single-track school or immersion centre: a school which offers only French Immersion HOW FRENCH IMMERSION WORKS Through the integration of language

and content, students: Learn the language Learn about the language Learn through the language to solve problems, understand concepts and create knowledge (Image source: william_bridge_elementary_grade_1_2_split_french_immersion2_nov_30.)

Handbook for FI Administrators (2010) Chapter 1, Section D) WHY FRENCH IMMERSION? Travel Opportunities Encourage Critical and Creative Thinking Multiply Job Opportunities

Improve Knowledge of English Prepare for the Global Economy Why French Immersion? Open the Doors to

Art, Music, Cinema Fashion, Contribute to Canadian Unity Develop SelfConfidence Appreciate Literature Appreciate Other

Cultures PROGRAM GOALS FRIM students are expected to: achieve the learner outcomes as outlined in the Alberta Program of Studies in all core and complementary courses. achieve a level of competency in English equivalent to English program students. (To that end, FRIM students should stay within the program until the end of Grade 12.)

gain an understanding and appreciation of Francophone culture. (FRIM students do not identify with the culture as they have their own.) Handbook for French Immersion Administrators (2010) Chapter 1, Section B PROGRAM GOALS, CONTD FRIM students are expected to: participate easily and willingly in conversations in French. communicate in French for both personal and professional needs. pursue post-secondary education in French. accept employment where French is the language of work. Handbook for French Immersion Administrators (2010) Chapter 1, Section B

KEY CHARACTERISTICS 1. Family heritage is not French 2. Limited French 3. Intensive instruction in French 4. 5. 6. 7. 8. French is the language of instruction Meaningful communication

Teaching not repeated in English Alberta Program of Studies Parents play key role Handbook for FI Administrators (2010) Chapter 1C. Image source: reflectzyn.comC4751r.jpg THINGS AN ADMINISTRATOR NEEDS TO KNOW 1. French Immersion is a program of choice. 2. Administrators do not need to speak French to be good leaders, (however, it is a valuable asset).

3. FRIM is for ALL (with appropriate support). 4. Time allocations to meet requirements are specific and need to be respected. 5. Provincial and federal governments provide funding support. 6. French culture needs to be reflected and celebrated. THINGS AN ADMINISTRATOR NEEDS TO KNOW 7. There are considerations (and challenges) when staffing a FRIM program.

8. Parental involvement is considerable in a FRIM program. 9. There are considerations at the secondary level which entail diversity and costs because of smaller student numbers. 10. It is important to strengthen the vitality of both programs in a dual track school. 11. Program promotion needs to be for both programs. 12. Resource availability for program implementation can be challenging. FUNDING MANUAL FOR SCHOOL AUTH ORITIES Describes the funding available under the Protocol for

Agreements for Minority Language Education and Second Language Instruction in support of alternative French programs, including French immersion. TIME ALLOCATIONS TO MEET REQUIREMENTS ARE SPECIFIC Time allocation per grade level: Kindergarten Grades 12 Grades 36 Grades 79 Grades 1012

100% 90100% 7080% 5080% 4080% Handbook for French Immersion Administrators (2010) Chapter 2, Section C *For a breakdown of time for specific subject areas at different grade levels, see the Guide to Education RECOMMENDED TIME ALLOCATIONS

Handbook for French Immersion Administrators (2010), Chapter 3, Section C Guide to Education, p.35 TO QUALIFY FOR FEDERAL FUNDING Source: Handbook for French Immersion Administrators (2010), Chapter 3, Section F. Funding Manual for School Authorities, Part 4.2, p.66 CONGRATULATIONS! FLICITATIONS! Your new assignment is in a school

that houses a French Immersion Program! Bonne chance with that! (Image source: www.freeditigalphotos.com Digital artist: Ambro .) PERSONAL QUALITIES REQUIRED Brainstorm the many qualities a French Immersion program administrator must possess for the program to become and remain successful. Choose your top three qualities. Be prepared to defend your choice.

STRENGTHS AND STRETCHES What strengths do you bring to your FRIM administrator position? What will be your stretches this year in your role as an administrator of a FRIM program within your school? YOU DO NOT NEED TO SPEAK FRENCH You DO need: A positive personal attitude Management and leadership skills To believe that immersion works!

A knowledge of the program is essential: How it works Why it works Conditions that ensure success Handbook for FI Administrators 2010, Chapter 5 Section A. YOU DO NOT NEED TO SPEAK FRENCH A successful FRIM Program requires a school leader who: Believes in FRIM as an effective means of learning French.

Acquires the knowledge and skills necessary to offer support and to maintain a high-quality program. Advocates for the program, its accessibility and sustainability. Values French language learning as an integral part of a global education.

FRENCH IMMERSION IS FOR ALL Misconception: FRIM is only for gifted or advantaged students. A students ability to succeed in the program depends on many factors including: Motivation Support Environmental Factors Handbook for FI Administrators (2010) Chapter 1, Section G. Handbook for FI Administrators (2010) Chapter 8, Section E. WHAT DOES RESEARCH SAY?

Immersion students experiencing difficulties in the program (i.e. learning, cognitive, or behavioural) will do as well academically as they would in the English program provided they receive similar assistance to that available in an English program. SUPPORT SYSTEMS Students with learning difficulties:

Individual Program Plan Student Support Team Educational Assistant Professional Support Transition Planning Handbook for FI Administrators (2010), Chapter 5, Section C. Handbook for FI Administrators (2010) Chapter 9 SUPPORT SYSTEMS

Gifted students in a FRIM Program: Gifted students need to be further challenged and require additional support: Enrichment program Individual Program Plan Differentiated Instruction FRIM in itself is not an enrichment program. SMALL GROUP DISCUSSION 1. What supports do you have in place for special needs FRIM students? 2. What challenges do you face in regard to special needs

students in the FRIM program? 3. What can be done to overcome these challenges? 4. What possibilities exist to provide an enrichment program for gifted FRIM students? COUNSELLING STUDENTS OUT OF FRIM If student demonstrates: Significant delays or disorders in the L1 Significant hearing impairments An important question to ask: How well is the child learning their first language?

Handbook for FI Administrators (2010) Chapter 8, Section E. CPF Alberta For Parents - Learning Difficulties in French Immersion THINGS TO CONSIDER Always ask: What is best for the student? Involve all members of the learning team in the decision - parent, teacher, school counselor, administrator, and student when appropriate. NB: Learning difficulties are not language specific and are not cured by switching programs. Alberta Education resource: Building on Success

ROLE PLAY Scenario: A teacher from the English program is frustrated because a child from the FRIM program was transferred to his class. He ends the conversation stating that he feels that students who experience difficulties in the FRIM are being dumped into the English program. FEDERAL AND PROVINCIAL FUNDING Program Funding: Basic Education Grant Urban transportation funding

Funding for Students: Explore French Student Language Development Exchange Handbook for French Immersion Administrators (2010), Chapter 3, Section C, Section F. FEDERAL AND PROVINCIAL FUNDING CONTD Funding for Teachers - (Official Languages Educational Program Grant) Teacher Bursary Program for professional training available to French language educators

Language Assistants Odyssey: no cost language assistant Project Support and Development for School Jurisdictions Handbook for French Immersion Administrators (2010), Chapter 3, Section C, Section F. CREATING FRENCH CULTURE Source: www.justkiddingcartoons.com STRATEGIES FOR CREATING FRENCH CULTURE IN YOUR SCHOOL

Make French evident. Encourage use of French. Promote cultural events. Use community supports. Foster good working relations. http://www.travelmanitoba.com/images_tr/big_picture/allons-y-festival.jpg

Creating School Culture Handbook for FI Administrators (2010), Chapter 5, Section C. THINGS TO CONSIDER WHEN STAFFING FRIM PROGRAMS All FRIM staff should have: Native or native-like fluency in oral communication. A positive attitude towards the program A good understanding of the program:

What French immersion is How it works The importance of speaking French in school Handbook for FI Administrators (2010), Chapter 5, Section D. THINGS TO CONSIDER WHEN STAFFING FRIM PROGRAMS All teaching staff should have:

Training and understanding of immersion methodology. A functional level of fluency in English skills. An understanding of French culture and its relationship to the language. Handbook for French Immersion Administrators (2010), Chapter 2, Section C FRENCH IMMERSION PARENTS TEND TO BE

INVOLVED IN THEIR CHILDRENS EDUCATION Some common parental concerns: How will I monitor my childs academic progress? How will I help with homework? Will I feel welcome in class? Administrators need to be well informed in order to reassure FRIM parents.

Handbook for FI Administrators (2010), Chapter 6, Section A, B. FRENCH IMMERSION PARENTS TEND TO BE INVOLVED IN THEIR CHILDRENS EDUCATION More parental concerns: Will I be able to volunteer at the school, even though I do not

speak French? Will my child master his first language? What about language transfer? Will being in the FRIM affect my childs entrance opportunities to post-secondary institutions? Handbook for FI Administrators (2010), Chapter 6, Section A, B YOUR ROLE IS TO REASSURE PARENTS Feel welcome

Understand the program Feel they can contribute Are informed

Feel supported and valued Handbook for FI Administrators, Chapter 6, Section G A support group for French immersion parents Local = Chapters Provincial = Branches CPF Alberta National = Association CPF - National

ADDRESSING THE NEEDS OF STUDENTS AT THE SECONDARY LEVEL THINGS TO CONSIDER a. Effective time-tabling i. Language-rich courses each semester ii. Offer non-core subjects in French iii. Schedule options carefully/avoid conflicts iv. Accommodate student exchanges

b. Transferability of language not an issue at post-secondary institutions c. In-house French diploma certificates/Certificates of Achievement d. High school diploma; request a copy in French ADDRESSING THE NEEDS OF STUDENTS AT THE SECONDARY LEVEL, CONTD e. Keeping students in the program i. Social opportunities to mix with other programs ii. Incentive programs: exchanges, trips iii. Alternative course delivery: online courses

o Alberta Distance Learning f. Promote further study o Canada University Programs g. Fellowships KEEPING STUDENTS IN FRIM BUT MOM

Image source: Shutter Stock 58824397 jpg. But Mom... KEEPING STUDENTS IN FRIM Resources: CPF Alberta - Why Continue in French Immersion? Yes, You Can Help! Advantage for Lifea video describing the advantages of learning a second language

Other sources of information: Recruitment/Retention of Students French Immersion in Manitoba - A Handbook for School Leaders PROFESSIONAL DEVELOPMENT TEACHERS AND ADMINISTRATORS ACPI - Canadian Association of Immersion Teachers Conference Conseil Franais - French Specialist Council of the ATA Campus Saint-Jean - University of Alberta MERFIP - Metropolitan Edmonton Regional French Immersion Program ARPDC - Alberta Regional Professional Development Consortia

ADDRESSING PROGRAM NEEDS IN DUAL-TRACK SCHOOLS Image source: http://therapeuticresources.com.au/parents/it-is-not-fair ADDRESSING PROGRAM NEEDS DUAL-TRACK SCHOOLS Conditions for Success 1. Strong leadership by the Principal and School Council 2. Common needs vs program needs 3. Fair vs equal 4. Distribution of resources

5. Positive, open-minded staff in both programs ADDRESSING PROGRAM NEEDS DUAL-TRACK SCHOOLS Conditions for Success 6. Visibility of each program 7. Equal promotion 8. Sharing resources between programs 9. Language of communication PROMOTING YOUR FRIM PROGRAM 1. How do parents learn that a FRIM program exists in your school?

2. What action is taken to overcome initial assumptions? 3. How easy is it for parents to get more information and to allay their concerns? 4. What is done to encourage older students to remain in the program? 5. How is word of mouth encouraged and supported? Handbook for FI Administrators (2010), Chapter 7 PROMOTIONAL ACTIVITIES AND TOOLS

Source: www.justkiddingcartons.com PROMOTIONAL ACTIVITIES AND TOOLS Source: Handbook for FI Administrators (2010), Chapter 7, Section F. Attract attention to your program: school website, radio, television, newspaper, newsletters

Community Welcome Wagon, realtors, posters in libraries, community centers Involve parents, students, teachers, past graduates, participation in displays at trade fairs and in malls, displays of student work at libraries, malls, local CPF chapter support and materials

Make a Good First Impression reception area, appearance, tours, make time to speak to prospective parents Provide program details parent information evenings, school Open Houses, tours PROMOTIONAL ACTIVITIES AND TOOLS Develop a comfort level

Organize parent information evenings Involve the parents Work with your local Canadian Parents for French chapter

RESOURCES Alberta Education French Language Education Services (FLES) Curriculum and support Learning Resources Centre (LRC) Basic and support resources Teaching resources Handbook for French Immersion Administrators (2010) Chapter 3, Section D , Chapters 10 & 11 REMEMBER

VIDEO CLIPS/CAMTASIA RESOURCE Video Clips HOW DO YOU FEEL ABOUT YOUR ASSIGNMENT NOW? Bonne chance! Bon succs! Image source: free digital photos Digital artist: David Castillo Dominici

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