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!