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