Addressing student needs and diversity : teachers’ perceptions and pedagogies in the contemporary French immersion program

Since its inception in Canada in 1965, the discourse regarding the function and success of the French Immersion (FI) program have been debated. As the student population in the FI program becomes more diverse, questions regarding equity and elitism persist. The increasing diversity in FI classrooms presents challenges and opportunities for both learners and teachers. The present study examines the perceptions of four FI teachers in a Lower Mainland school district regarding what they believe to be the most important skills for students to acquire in the program, the barriers to student language learning, and the pedagogies they use to meet the needs of all learners. The results of the study indicate that FI teachers are currently placing an emphasis on the acquisition and use of oral language skills, particularly focusing on spontaneous communication, contextual understanding, listening, and risk-taking. Diversity of student learning profiles - mental health challenges, language learning challenges, and special education designations - contribute to the perceived barriers to language learning. FI teachers further identify the barriers of students’ frustration and motivation to learn and to use the target language (French). Teachers are currently addressing the needs of the diversity of learners in their classes by using differentiated instruction and task-based and communicative approaches to create a positive learning environment. The results of the study lead to key recommendations to better support FI teachers and students in the program, particularly in the areas of inclusion and pedagogies to strengthen students’ French language competencies.