Early French Immersion (EFI) is a popular optional education program offered in most of the 60 school districts in British Columbia (BC), Canada. Though districts have varying policies, the model generally involves entry into the program in Kindergarten-Grade 1 where French is the language of instruction for all subjects. There are no prerequisites to enrolment other than the student’s age, available space, and parental choice. In the first years of EFI, French is one hundred percent the language of instruction. The problem being investigated and reported upon is a result of a recurring and perplexing personal observation of a small cohort of learners in the researcher’s Grade 2 classroom. These learners presented a disparate profile that is irrespective of ability, but that shares one thing: the learners repeatedly struggle to meet expectations despite the teacher’s best efforts. The investigation aimed to determine if this is a phenomenon experienced by other teachers, and if it is, to initially open the discussion about these students, begin to understand the reasons behind the struggling, and identify and initiate ways to build the learners’ success and well-being. Specifically, this chapter will consider the question: Within the BC classroom context, to what extent are teachers identifying students who struggle in Early French Immersion?

Item Type:	Research Book Chapter
Keywords:	French immersion, Canada, early learners
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Curriculum and pedagogy theory and development
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Learner and learning not elsewhere classified
UTAS Author:	Hunt, CN (Ms Chandra Hunt)
UTAS Author:	Ashman, G (Dr Greg Ashman)
UTAS Author:	Short, M (Dr Megan Short)
ID Code:	110874
Year Published:	2016
Deposited By:	Education
Deposited On:	2016-08-19
Last Modified:	2018-03-29
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