Restructuring French immersion - addressing some criticisms

Abstract

French immersion is widely considered the most successful second language learning program ever used in a school setting. This view is tempered, however, by a number of criticisms: it does not produce native-like speakers, it is elitist, and consequently is not enjoyed by all students, it is costly and it has caused divisions in communities where it has been implemented. These criticisms suggest that French immersion is an unfair educational practice. The purpose of this thesis is to examine French immersion and the criticisms made against it. A literature review of second language acquisition theories and variables was conducted. This review includes a discussion of the following: the genesis of French immersion in the public school system, the reasons for considering French immersion a successful second language learning program, selected theories and variables influencing second language learning, and the criticisms against French immersion. Based on this review, a model for evaluating and restructuring French immersion is proposed. This proposal suggests that: (1) early French immersion is not necessary in order for students to achieve a high level of competency in French, (2) whereas early French immersion begins at age 5, the optimum age for L2 learning is just before the onset of puberty, between ages of 10 and 12, (3) intensive French programs offered to students in the optimum age range for language learning help students achieve a level of French competency similar to that offered in French immersion, and (4) a restructuring of French language instruction is needed in order to offer a high level French program to all students, thereby encouraging them to reach their potential in French while simultaneously re-establishing a sense of fairness in the delivery of French second language education.