Reflection on language learning

In my experience in teaching language, as my practice has evolved, I have been able to observe the effectiveness of different modes of instruction. I know that my students have always been most responsive to authentic, relevant, hands-on learning where they are engaged and able to make personal connections. I've learned that language learning is a natural process of this where students are eager to express themselves given the right tools. They are naturally full of wonder and creativity and with scaffolding and support, they are able to express themselves through new language naturally.

Language creates a special sense of community of our classroom. It's something we share with each other, through the process of learning as we strive for goals together and celebrate our learning. We get to share the magic of connection and community through being able to connect through language. We create our own culture as language learners.

Allowing my students to influence their own learning has been a major shift in my teaching. It has created more natural differentiation in my class to embody inclusiveness for all learners. Creating a classroom environment where students feel seen, heard and recognized for their strengths has played a major part in having students believe in their capabilities and be open to taking risks in their learning. It's also been interesting to realize that learning challenges in French Immersion are the same learning challenges students have in an English stream class. Language learning is available for all students with the right support and encouragement.

Understanding immersion pedagogy

It's been interesting to think about the structure of immersion programs, although they differ from classroom to classroom, there is a basis of understanding immersion pedagogy. In coming across and reading the article, "Canadian bilingual program teachers’ understanding of immersion pedagogy: A nexus analysis of an early years classroom" (2018), I was able to look into the structure of immersion pedagogy as understood by other teachers. The article provides the basis of immersion pedagogy while also providing examples of teachers in Immersion classrooms and their teaching practice. 
There is an emphasis on the importance of scaffolding in language learning, as explained when the article states, "Scaffolding involves the teacher instructing, modelling, and demonstrating the task, followed by guided practice. Through this guided practice, teacher assistance is gradually withdrawn as the child moves toward independence" (Dressler, 2018. p. 180).
This proves to be especially important in language learning, particularly at the beginning of the process with little or no previous language exposure.

The article provides examples of teachers in a German Immersion school and outlines specific strategies used to support the immersion process. They outline in one strategy in particular through a "physical hygiene activity" where the teacher provides vocabulary through music and gets students to draw on previous knowledge and exposure to the language. I can relate to these ideas since my strategies stem from the same concept of finding relevant topics that all students can relate to and finding ways to engage the students in processing new language structure and making connections to their own experiences. They explained how they asked relevant questions and provided modelled language to have the students able to engage and respond back using known vocabulary.

The article also discusses the discouragement of translation to avoid usage of any language other than the target language. It discusses this idea when it states, "The nexus of practice demonstrates teachers’ openness to flexible bilingualism strategies expressed as empathy with the students’ emotional well-being during language learning" (Dressler, 2018. p. 187).
I found this interesting since it challenges the popular idea that immersion programs should be monolingual in the target language without any reference to the students' first language. I agree with this idea of prioritizing the students emotional well-being and expressing empathy in their process, especially with young students. I think that there is more harm than good in creating a stressful environment for our students, even if it accelerates their language learning process. To me, the most important aspect of my classroom is creating a safe, inviting and comfortable space where the learning is student-centred. At times, this means that the language regulation is less rigid, and I've come to be more flexible with it.




Reference:

Dressler, R. (2018). Canadian bilingual program teachers’ understanding of immersion pedagogy: A nexus analysis of an early years classroom. Canadian Modern Language Review. Retrieved from: https://journals-scholarsportal-info.proxy.queensu.ca/details/00084506/v74i0001/176_cbptuoaoaeyc.xml

Influence of culture in the classroom

In reflecting on the connection between language and culture, I thought about how this is represented in a language learning classroom. Can we separate language from culture and still teach language in a meaningful, authentic way? 

For me, French culture is embedded in the process of learning the language. We are exposed to French authors, topics, stories, people and traditions. The cultural aspect gives us meaningful context in which we learn the language. In coming across an article, '"I wouldn't want to impose!" Intercultural mediation in french immersion" (2018), it made me think about this connection between language and culture and how it's presented in the classroom differently by different teachers. 

For meaningful instruction, I think that culture can't be separated from language. As a form of communication and connection, language is connected to its culture by bringing people together. In the article, they state that, "Traditionally, language education programs tended to be dominated by a Chomskyan (1965) view of language that considers language as primarily a structural system of grammatical rules and vocabulary. This view presents a static and autonomous, decontextualized view of language, which results in notions of a prescribed linguistic standard independent of social variation" (Keating Marshall & Bokhorst-Heng, 2018. p. 295). This also demonstrates the concept of language without culture being reduced down to a set of calculated rules and equations. Without culture, language loses a whole aspect of its value as a mode of connection and a representation of history and traditions. 

The article also states that, "Language teachers thus serve as mediators between the target language and culture, their students’ various languages and cultures, and their own native languages and cultures" (Keating Marshall & Bokhorst-Heng, 2018. p. 295). This also suggests that the role of language teachers is more than just transmitting the language structure and vocabulary. It's an integration of all cultures of the student and teacher evolving into an authentic, meaningful experience of acquiring a new way to communicate and connect with others. 

I find this an interesting idea to reflect on as a French Immersion teacher. I think about how my own cultural experiences are transmitted in my language teaching and how it contributes to creating an authentic, meaningful experience for my students. 


Resource:

Keating Marshall, K., & Bokhorst‐Heng, W. D. (2018). “I wouldn't want to impose!” intercultural mediation in french immersion. Foreign Language Annals, 51(2), 290-312.

Culture representation in an immersion environment

In looking into Indigenous perspectives through our coursework, I started to think about integration of Indigenous culture into education curriculum and how language plays a role in that. I thought about Indigenous languages and how there are many that are in need of revitalization because of the history of residential schools and repression of Indigenous culture and language.

In coming across an article called "Back to the Future: Recreating Natural Indigenous Language Learning Environments Through Language Nest Early Childhood Immersion Programs", it made me reflect on the role of culture in immersion programs and how this can be used as a form of revitalization of Indigenous culture that was lost. The article describes the use of "language nests" which are not unlike the French Immersion program that I teach in my practice. The article describes the program when it states, "Language nests are places for young children that provide an immersion environment in their Indigenous language. A language nest creates a space where young children can be “raised” in the language through meaningful interaction with proficient speakers, often Elders" (McIvor & Parker, 2016. p. 24).
I think the core of immersion programs is creating meaningful, authentic and natural environments for language development where students can have significant experiences. Another important aspect is having Indigenous Elders as models of language and culture to pass on authentic experiences and relevant knowledge.

In describing the language nest environment, the article also states, "The immersion environment of the nest supports natural language acquisition instead of conscious language instruction, with the goal of facilitating first language acquisition of Indigenous languages" (McIvor & Parker, 2016. p. 24). This also emphasizes the importance of natural language acquisition through the creation of a natural environment over explicit language teaching. I think this idea relates to the difference between language acquisition in French Immersion over Core French, where the language is taught explicitly without full immersion in the language and its culture.

In describing the effects of Indigenous language nests, the article descibes, "Language nests offer an effective means for language revitalization as well as an opportunity to raise children with the strong identity and cultural grounding that will support their future success" (McIvor & Parker, 2016. p. 26).
This relates to the revitalization of Indigenous cultures and how language nests can play a role. This is an opportunity for young Indigenous children to grow up aware of their roots with their culture being represented to them and can solidify their sense of identity.

It was interesting for me to read about the strategies used in these language nests as it parallels with the French Immersion program. With the language nest programs being run by Indigenous Elders, I think there is more culture infused into the program than there is in a French Immersion program which is mainly focused on language, with teachers coming from a different places and having learned French in different ways. The strategies for language teaching seem typically the same, with a focus on exposure to the target language and discouragement of any use of the dominant language, which is typically English in both cases.

Language nests seem to be an effective strategy at reviving Indigenous languages through the children of our future society. It's a way to replace the natural passing down of language from parents and grandparents, to be used in daily life within communities. This is a way to have the language gain value again and become a form of communication representative of Indigenous culture and history.

Reference:

McIvor, O., & Parker, A. (2016). Back to the future: Recreating natural Indigenous language learning environments through language nest early childhood immersion programs. The International Journal of Holistic Early Learning and Development, 3, 21-35.

Diversity and Inclusion in language immersion programs

As in typical classrooms, French Immersion classrooms are diverse in the needs of students that have different learning styles. Inclusiveness is expected to be a goal in every classroom, and French Immersion classrooms are not any different. As we explain to parents at my school, all students need is a strong foundational first language, and they will likely be successful in learning French.

In reading an article, "Diversity in French Immersion Classrooms: A Quick Inclusion Guide for Teachers", I found some fascinating insight that I see reflected in my own classroom as well. I have always seen and had to accommodate different types of learners by providing differentiated learning opportunities for my students. I have also seen that learning skills transfer from language to language, meaning that if students are perhaps reading already in English, those literacy skills transfer when they are learning to read in French too. This idea is supported by the article when it states, "Skills and strategies learned to overcome learning or reading difficulties are transferable from one language to another, meaning that interventions can benefit both the student’s languages" (Alberta Education, 2010).

This is important to note that difficulty students can have in French immersion are often difficulties often don't have to do with the language learning. There needs to be just as much differentiation and accommodating students to create an inclusive environment.

The article also outlines different supports, from universal supports, supporting the whole class, to targeted supports, supporting certain learning needs and specialized supports, supporting specific students needs. These supports are necessary to be able to have students able to have the opportunity to learn the language alongside their peers, even with the learning difficulties they have have.
The article also states, "Teachers skilled in differentiated instruction techniques are better able to meet all the needs in their classroom by varying assignments, assessments and time allotments for completing tasks" (Alberta Education, 2010). This explains the process of differentiation to support inclusion in a classroom, where teachers are aiming to meet the needs of their students using a variety of methods that need to be consistently assessed for effectiveness.

Inclusiveness in something I really value in my teaching. It highlights the value of diversity in our classrooms to create a functional, well-rounded classroom that is representative of our real-world society. As the article states, "Inclusive schools recognize and celebrate diversity, value students and staff and see differences as valuable resources to support learning" (Alberta Education, 2010). It's important that we acknowledge and embrace diversity in learners in our classrooms by making sure that all students are being served to become their most authentic selves working towards reaching their full potential in shining bright in the world.

Reference:

Alberta Education, 2010. Diversity in French Immersion Classrooms: A Quick Inclusion Guide for Teachers. Retrieved from: https://cpf.ca/en/files/Diversity-in-French-Immersion-Classrooms.pdf

Authentic inquiry

In looking into different perspectives of the direction of innovative French Immersion practices in classrooms, I am seeing how there are many different viewpoints from teachers of different backgrounds and have different teaching philosophies. There are lots of influences on teachers that shape their perspective, including whether or not they are native French speakers or if they learned French through schooling. The process of learning a particular language isn't distinct for most people, especially if it's their native language. To me, having learned French through school makes it easier for me to understand and empathize with my students in what the process of learning language is like and what is helpful in supporting them. I've realized that proficiency in a language doesn't necessarily equate to proficiency in teaching that language. 
In an online article I read, "Authentic Communication in French Immersion Kindergarten Through Math Games" the authors outline the process of navigating the early years of second language learning in an authentic and meaningful way. To me previously, it seemed like we sacrifice some of the skill building in early year immersion programs in order to develop language. The article outlines different ways in which we can maintain development of deep understanding and critical thinking while in the process of developing language. 
They offer different principles in their method which they outline when they state, "We simultaneously explored two goals: that decreasing the cognitive load on students in their second language would allow for increased understandings in math, and that learning a second language in a cross-curricular manner would lead to more authentic understanding and use of the language, and thus to more proficient speakers". 
This resonated with me since I have seen students experience the cognitive overload in French, especially at the beginning of the year when they are adjusting to the language. I also know that a main principle in Immersion programs is that learning the second language is most efficient when it's cross-curricular and more authentic to our students as they make meaningful connections between language and their direct experiences. I think the most interesting part of their method is that the kids were motivated to use the language without teacher pressure since they were equipped with the language and were having an authentic, relevant, hands-on experience. 
I think these teachers' innovative practice is inspiring. They have assessed and evaluated an existing system, took what they know about early childhood learning and have adjusted and improved the system to better fit today's students and more modern educational philosophies.
They outline their strategy when the article states, "Our initial professional learning goal was to explore best practices around second language acquisition at the SK/Grade 1 level, more specifically, by using authentic experiences with math games. We wanted to research the best means for students to reach those deeper levels of understanding and critical thinking, all the while developing the language skills of an immersion program. As teachers, we wanted to determine how best to take our students to that level – finding a way to ask the probing questions that would facilitate deeper thinking." 

I want to be able to better incorporate these principles in my teaching in French Immersion, but even more I want to play a role in innovative teaching practices that support my teaching philosophy. There is a way to evolve the system of second language learning that steers away from the tradition model that is very teacher-led and sacrifices some aspects of creative expression and the development of critical thinking. 

Rethinking second language instruction

In reading an article called "Rethinking monolingual instructional strategies in multilingual classrooms" (Cummins, 2007), I have started to reflect on the structure of the French Immersion classroom and the principles that it follows. Typically, the French Immersion classroom is structured to focus on the target language exclusively (being French in this case) with little reference to our students first language. The article discusses how this model isn't necessarily always the optimal way to learn language and is actually inhibiting our students from being able to develop other necessary skills, like making connections between languages and using previous knowledge to make connections. This is reflected in the article when it states, "Prior knowledge, skills, beliefs and concepts significantly influence what learners notice about their environment and how they organize and interpret their observations. Prior knowledge refers not just to information or skills previously acquired in a transmission-oriented instructional sequence but to the totality of the experiences that have shaped the learner’s identity and cognitive functioning." (Cummins, 2007. p 232). 
This made me think about the importance of having students able to make connections to their personal previous experiences and prior knowledge in learning in any aspect, including learning a language. As French Immersion teachers, we often do feel pressure to give students as much exposure to the target language as possible, and in doing so, we discourage any use of other language. Although I see the value of language, I also value the importance of acknowledging students identity, acquired skills and past experiences. Language learning is more than just becoming proficient in communicating in a language. It also provides students with skills in making connections, understanding a language system and understanding culture. The article also supports this idea when it states, "In concrete terms, what this principle means is that in, for example, a French immersion program in Canada, instruction that develops French reading and writing skills is not just developing French skills, it is also developing a deeper conceptual and linguistic proficiency that is strongly related to the development of literacy in the majority language (English)" (Cummins, 2007. p 232).
This quote also supports the concept of language learning skills transfer from the target learning language to the student's first language, meaning that students are making connections between the two and that it isn't required to have them strictly taught separately. There seems to be benefit from encouraging students to make connections rather than discouraging the use of other languages other than the target language, especially for early learners like the Kindergarteners that I teach with no previous exposure to the target language. 
This concept is nicely summarized in the quote: "L1 is not the enemy in promoting high levels of L2 proficiency; rather, when students’ L1 is invoked as a cognitive and linguistic resource through bilingual instructional strategies, it can function as a stepping stone to scaffold more accomplished performance in the L2." (Cummins, 2007. p 233). Here, the students' first language is referred to as L1 and the target language is referred to as L2. I'm interested in this idea of allowing students to use their first language to scaffold language proficiency in the target language and finding ways to use it as a tool rather than a distraction or setback. 

Challenges in teaching a second language

In reading an insightful article written by two French Immersion teachers on exactly the topic of my inquiry question, Using an Inquiry-Based Approach in Early Childhood French Immersion (Fortier & Hamon, 2014), they discuss a poem that really resonated with me that reflects the struggles with teaching a second language limiting the ways in which students can express themselves. Below, I've posted the poem that was referenced. 

This made me think about the sacrifices that are made in an early childhood French Immersion classroom in limiting children in the ways they can express themselves by focusing on learning and expressing themselves in French in order to encourage proficiency in the language. The article presents a common problem in French Immersion classrooms when it states, "One challenge in an early childhood setting is young students are not yet proficient in their first language communication skills while being introduced to a second language" (Fortier & Hamon, 2014, p. 8). This creates a challenge in engaging in inquiry-based projects when our students don't yet have the language to express their questions and ideas. It makes it so that inquiry-based projects are sacrificing the advancement of students towards language proficiency when they have to engage in English rather than French. 

To me, there has to be a middle ground where we can let the language development progress as we still engage in inquiry. Putting pressure on the children to develop their language has not shown to be effective. They always do end up developing language proficiency by the end of the year, where they will then be able to engage in inquiry in French in the coming years. I don't want to take away the magic of Kindergarten students sense of wonder by limiting the ways in which they can express themselves. 

No Way. The Hundred is There.
The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more) but they steal ninety-nine.
The school and the culture
separate the head from the body.They tell the child:to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and Christmas.They tell the child:to discover the world already there
and of the hundred
they steal ninety-nine.They tell the child:that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.
And thus they tell the child that the hundred is not there.The child says:No way. The hundred is there.
Malaguzzi (as cited in Edwards, Gandini, & Forman, 2012, p. 3)


Fortier, P. & Hamon, M. (2014). Using an Inquiry-Based Approach

in Early Childhood French Immersion, Teaching and Learning Research Exchange, McDowell Foundation. 

Environment for learning

I've been reflecting on the importance of creating a safe environment for learning, especially using an inquiry-based approach. It's so important that students feel like they are able to take risks in learning, especially in the sometimes vulnerable state of trying to learn a language. Successful language learners are always the most willing to make mistakes and be able to learn from them. I've been thinking about how even though young students have little language to work with in order to engage in student-led learning while using the language of instruction, they generally have much less social awareness to feel like they are in performance mode at all times. I recently watched a Ted Talk required for another PME course called "How to get better at the things you care about" by Eduardo Briceno in 2016. He discusses how classrooms tend to be more often in the "performance zone" rather than a "learning zone" in which students feel like they are put on the spot to perform the best of their ability, not prioritizing a growth mindset (Briceno, 2016). I notice how for Kindergarteners, this isn't as much of an issue making them much better risk takers in language learning since they are less concerned about performance and are more open to making mistakes.
I know that the process is messy and won't necessarily look the same as a classroom that isn't in the first year of language immersion. Building a safe, inviting, comfortable learning environment is the first step to implementing a growth mindset that invites risk taking and great potential for learning.


Briceno, (2016) "How to get better at the things you care about" https://www.ted.com/talks/eduardo_briceno_how_to_get_better_at_the_things_you_care_about

Innovation in language learning through an inquiry-based approach

As a French Immersion teacher, I often reflect on the different approaches used by teachers in teaching language. Having been in French Immersion myself, I think back at how I learned language in a school setting and how the program has evolved since then. The curriculum in BC has shifted towards inquiry-based learning and core competencies that can cater to different types of learners. This allows us to highlight student strengths and allow them to develop skills in asking relevant questions and learning meaningful material while remaining engaged.
For me, especially teaching Kindergarten students that most often don't have previous exposure to French, it brings up the question of how to go about teaching language in a meaningful, engaging way when the instruction relies on being very teacher-led to provide modelled language. I think about the structured teaching required to teach language and how it makes me reluctant to incorporate more inquiry-based learning that can be more student-led. I know that I am successful in teaching my students language as they have picked up conversational French by the end of the year, but I am looking to expand my program into one that can incorporate inquiry-based learning as efficiently as you could in a classroom where students are already fully communicating in the language of instruction. In order to be able to model language, I often have to give them the language they would need to discuss certain topics, which often makes it so I am directing or influencing the discussion. As my old students go on to upper grades and their language improves, I see that this doesn't remain an issue as they become more fluent and are able to converse freely. I have just found implementing inquiry-based learning in French Immersion Kindergarten to be challenging and am looking to expand my practice!