Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

Paper/Best Practice Session (1 hour)

French

One-Way Second/Foreign Language Immersion
Two-Way Bilingual Immersion

Pre-K
Elementary (K-5)
Middle School/Junior High
High School

French dual language and immersion programs in the US take on many shapes and forms to answer the needs of the community. The two dominant trends in program creation are state-led initiatives and grassroots initiatives. This presentation features recent initiatives undertaken in French immersion and bilingual programs across the nation.

French dual language and immersion programs in the US take on many shapes and forms to answer the needs of the community. This paper introduces key findings from our national survey. The two dominant trends in program creation are state-led initiatives and grassroots initiatives. Louisiana and Utah exemplify the state-led model, where the state legislature enables school districts to create immersion programs. Such initiatives can facilitate easier recruitment of bilingual teachers; help accelerate the creation of curricula; and normalize foreign/second language development standards across the state. Georgia is also in the early development stages of supporting a dual language initiative. Beyond the economic benefits of teaching students a second language, states see a means to accelerate learning, to keep students from dropping out of school, to increase academic outcomes, and to close the achievement gap. French dual language programs have existed across the United States for decades. From Montgomery to Minneapolis, the catalysts behind the foundation of these programs have included visionary principals, motivated parents and dedicated community leaders.  Often, the motivation of the community is to prepare students to collaborate and communicate across linguistic and political boundaries. In the case of New York, where half of the students are French dominant and come from French-speaking families, the motivation is also to maintain and perfect the children’s native language skills. For a large majority of schools, the French immersion program was created because of the school leadership’s interest in French bilingual education or because French-speaking families applying to the school asked for it. For most school leaders interviewed, these programs can be expanded to other schools in the district or state. Yet, the shortage in qualified teachers - who have both the language fluency skills and the combined education credentials – needs to be taken into account during the expansion.