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