Supporting Parents and Teachers in Additional Language Learning

Abstract

This Masters’ project will examine the need for support in learning French as an additional language in elementary schools. Through both French Immersion and Core French programs, we have identified gaps in knowledge for teachers and parents. Firstly, teachers of Core French programs often lack the knowledge and confidence to adequately teach the Prescribed Learning Outcomes from the British Columbia Ministry of Education curriculum. This project will address why some teachers do not feel confident or prepared to teach Core French and what type of resources are needed to support Core French teachers. Secondly, we explore the home/school relationship of French Immersion students coming from an English background. Parents who enroll their child in French Immersion without possessing French skills themselves may face challenges when helping their child with schoolwork at home. We investigate ways to create a positive home literacy environment that incorporates French learning with the child and parents. Throughout our research, three core topics developed. Firstly, the value of additional language learning shows the importance and usefulness of learning an additional language. These key values demonstrate why French education is and should be included in British Columbia curriculum. Secondly, the gaps in knowledge in both Core French teachers and French Immersion parents show a need for additional resources and support. Finally, we assess how the home literacy environment impacts students in French programs.