English Language Arts for French Immersion Students a bridging Document Grades 3 to 5 2016



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Table of Contents


Acknowledgements 3

Purpose of the Bridging Document 4

Teaching English Language Arts in a French Immersion Context 4

Understanding the English Language Arts and Français en immersion Curricula 5

Similarities Between the Two Curricula 5

Français en immersion (2015) 7

Differences for Grade 3 8

Supporting Your Students 9

The Adaptive Dimension in Core Curriculum (1992) 9

Transfers and Interferences 11

Summary 11

Appendix A: Areas of Transfer and Interference 13

Bibliography 38

Professional Resources 38




Acknowledgements


The Ministry of Education of Saskatchewan wishes to acknowledge the professional contributions and advice given by teachers, consultants and superintendents in the following Saskatchewan school divisions:

  • Christ the Teacher Catholic Schools

  • Holy Family RCSSD

  • Light of Christ Catholic Schools

  • Prince Albert Catholic School Division

  • Regina Public Schools

  • Saskatchewan Rivers Public School Division

The ministry is grateful for the valuable suggestions that were helpful in ensuring that the guidelines provided meet the needs of teachers of English Language Arts in a French Immersion setting.

The English Language Arts for French Immersion Students: A Bridging Document, Grades 3 to 5 (2015) is a renewed edition of its 1998 version.



The chart Areas of Transfer and Inference found in Appendix A is reproduced and adapted with permission from Alberta Education. Source: Teaching ELA to Francophone Students, Grades 3 to 9: A Guide to Transfers and Interferences (2001). Edmonton: French Language Services Branch.

Purpose of the Bridging Document


This bridging document has been developed to provide guidance for the use of the English Language Arts curricula with French Immersion students. The purpose of this document is to assist English Language Arts (ELA) teachers instructing French Immersion (FI) grades 3 to 5 students in understanding French Immersion curricula and students so that they can plan for instruction. Specially this document:

  • establishes the links between the ELA and FI curricula;

  • provides guidelines for an efficient use of the ELA curriculum with French Immersion students, and offers suggestions for adaptation when necessary;

  • provides background information and instructional strategies to facilitate the integration of FI and ELA; and,

  • lists transfers and interferences with possible instructional corrections.

Teaching English Language Arts in a French Immersion Context


The teaching of English Language Arts to French Immersion students is in a unique setting as teachers have additional items to consider in their planning. These include time allocations, FI literacy skills and planning.

English Language Arts are allocated 560 minutes per week in an elementary English school. The time allocated to language arts for grades 3 to 5 in a French Immersion school is 750 minutes. The 750 minute allocation must be divided between ELA and Français en immersion in a manner that meets the needs of students and the demands of the programs. Further information is available in the Student Registrar’s Handbook for School Administrators.

It is recommended that with French Immersion students, the ELA curriculum be introduced in Grade 3. Delaying the start of ELA instruction ensures that students are not confused by having to learn to read and write simultaneously in two languages. Research shows that French Immersion students who experience an initial lag in some areas of ELA catch up with their counterparts who attend an English program after one to two years of formal ELA instruction (Bournot-Trites, M. and Tellowitz, U.,2002). However, this initial lag does require that teachers adjust the ELA program to the needs of such students.

By the time students reach Grade 3, their level of confidence and competence in their second language is well established. This is considered an appropriate time for introducing formal ELA instruction and for furthering the development of literacy in both languages simultaneously. On the one hand, this process occurs quite naturally because many aspects of language learning are transferable between the French and the English language. On the other hand, some concepts learned from the study of French do not transfer to English and may interfere with what is being learned. Teachers of both language arts programs must then be aware of areas of transfer and interference which have implications on language arts instruction to French Immersion students.



Although F I students have had instruction completely in French for the first years of their school life, when ELA instruction is first introduced, their oral literacy skills – listening and speaking skills – are usually at the same level as those of their English counterparts. However, there are wide variations in the language development of French Immersion students in some aspects of ELA such as reading and writing literacy skills. Such variation requires an individualized approach.


FI

teacher


ELA

teacher
Finally, in many cases the ELA and FI programs are taught by two different teachers. Communication and cooperative planning are essential for effective language arts instruction.

In order to address these various aspects, it is important that teachers become familiar with both the ELA and FI programs and obtain background information to capitalize on the particular strengths of bilingual students while meeting their unique needs.




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