Late French Immersion is not a continuation of Early French Immersion. It is a separate program, offered in addition to Early Immersion, which provides an alternative final entry point for students who want to become bilingual in English and French.

Late French Immersion programs vary across BC and the Yukon. They usually involve two to three years of intensive instruction in French and a follow-up program of less intensity. In New Westminster, Late French Immersion starts in Grade 6 with 100% of instruction in French. The next year English language arts are re-introduced and all other instruction is in French. In Grade 8, the Early and Late Immersion students join together into one program. The two groups become academically cohesive during the secondary years. In Grades 8 - 10 they receive 50 - 75% instruction in French. For Grades 11 - 12 at least 25% of their instruction must be in French.

New Westminster has had a Late French Immersion program for many years, and students who have attended it are quite successful in their high school and post-secondary years.

Consider these research findings: Students whose parents have positive attitudes to French tend to do better in French. They also develop a more positive attitude toward French culture and Francophones. You can play an active role in your child's success in French Immersion, even if you don't speak French....support and encouragement are the biggest factors.

What are the program goals?

• To develop language skills enabling students to participate easily in French conversation.
• To provide an insight into the French culture.
• To have the option to pursue post-secondary education with French as the language of instruction.
• To gain employment using French as the working language.
• To achieve skills in all subject areas equivalent to those in the English program.
• To graduate functionally bilingual in English and French.

How is Late French Immersion taught?

Students are taught the same curriculum as English students but the language of instruction is French. At first, students have limited vocabulary so teachers concentrate on language. Later as language skills develop, the smaller details are filled in. The method used is very similar to that used in English as a Second Language classes—it is a proven methodology.

What about the students' academic achievements?

Research shows there is absolutely no detrimental effect on academic performance in any subject area despite learning in a new language. A larger English vocabulary could be a spin-off as French words are often similar to English words. In the BC Foundation Skills Assessments in Grades 4 and 7 students are tested in English in reading, writing and numeracy.  French Immersion students do as well as or better than students in the English program at all grade levels.

How fluent will students become?

‘Fluency’ and ‘bilingualism’ are difficult terms to define, as there is a range of fluency and bilingualism. However, students completing the Late French Immersion program should be comfortable speaking French and be able to understand native French speakers with ease. Their French accents will probably not be as authentic as that of Early French Immersion graduates. Late French Immersion graduates should be capable of working and living in a French environment and studying at a French-language university.

Are all subjects taught in French?

No, the first two years of Late Immersion are taught 80% to 100% of the day in French. High school French Immersion starts at 50% to 75%  and declines to 12.50% to 25% by Grade 12.

What characteristics do students need to be successful?

• Motivation to learn
• Openness to learning in another language
• Eagerness to meet new friends and have new experiences
• Willingness to work hard, especially in the initial fall term when learning basic language skills
• Enjoyment of language activities and a willingness to spend lots of time chatting to friends in class en français!  

What do parents need to do to support their children?

• Parents do not need to speak French and most have little or no French skills.
• Provide encouragement—especially during the initial fall term adjustment period when students acquire basic language skills.
• Be willing to help with homework, letting the student do the translations.
• Provide opportunities for your child to hear and use French outside the classroom.
• Know there is support for you and your child through CPF-BC & Yukon www.cpf.bc.ca
• Recognize your child's wonderful accomplishments! 

What is Canadian Parents for French?

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What is Late French Immersion?

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