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

Transfers and Interferences

The high degree of correlation between the French and the English languages accounts for the fact that students can apply to English many of the processes, knowledge and skills they have acquired through FI instruction thus maximizing the development of literacy in two languages. For example, higher order thinking skills are transferred from one language to another and common vocabulary can be transferred to both. It should be noted that language transfers, while possible and often natural, do not always occur automatically and with all students.

Some aspects of language, however, are not transferable and are called interferences. The application to both languages of spelling and phonics rules which are specific to only one of the languages is a common cause of interferences with immersion students. Areas of interference may have to be taught explicitly (e.g. diphthongs). Once taught, teachers can highlight the metacognitive process in the Assess and Reflect Goal by asking students to verbalize their learning. The interference is lessened to a considerable extent when students integrate a variety of strategies in the reading and writing processes.

The negative effects caused by interferences are minimal as compared to the positive benefits associated with transfers. Knowledge of transfers and interferences allows educators to better understand the needs of their students. Appendix A contains a chart which provides a detailed list of areas of transfer and interference between the French and English languages. Possible instructional strategies are suggested and whenever possible, these should be used in authentic contexts. The chart is a reference tool and should not be used as a foundation for isolated drills during ELA instruction to Immersion students.