English Language Learners and French Immersion

Equity Through Inclusion
When it comes to English language learners in French Immersion some staff raise unfounded concerns regarding programming for English Language Learners (ELLs) in French Immersion Program. They focus on the perceived negative effects of French Immersion on ELL’s language acquisition. It had been expressed that exposure to French in addition to English and their First Language might confuse and confound ELL students. As an example, it has been cited that school signage or announcements in French would be confusing for ELL students as they are already grappling with learning their second language. The introduction of a third language might quite simply be overwhelming. In an effort  to find educational research that explored this question a search of research at Ontario Institute of Education (OISE), and University of Toronto search engine resulted in no findings.
There was no research current or previous that addressed this question. Further, when researching a Board Report on the "Impact on ESL Learning in a Dual Track French-English School" (2009)  the Upper Grand District School Board contacted Dr. Jim Cummings, Professor and Canadian Research Chair in Curriculum, Teachingand Learning department at OISE. Dr. Cummings confirmed no research exists in this area.
As a result, the Upper Grand Board took another approach and investigated the research and scholarly literature which demonstrated the best practice on how students learn a language? Specifically the works of Dr. P. Tabors, author of OneChild, Two Languages.


The Upper Grand staff subsequently reviewed the literature related to First and Second language acquisition
and discovered two distinct models of language learning. The analogy of filling up
containers which represent the child’s cognitive capacity to acquire language was used by
the researcher. First a single container theory and second a multiple container theory was
explained.
Single container theory:
With this theory, the child begins to learn the home language and the container begins to
fill up. When the second language is introduced, it starts to compete for space in the
container. In this theory the two languages flow together and neither language is learned
very well. (Subtractive model of bilingualism) Research has shown that this model is not
accurate and that the results of such policies have been detrimental to both children and
families
Multiple container theory:
With this theory, the child begins to learn the home language and begins to fill up the
container. When a second language is introduced another container is added. Some of the
learning from the home language is transferred into the second container. (Additive model
of bilingualism) Research has demonstrated that there are a variety of cognitive, emotional
and cultural benefits to first-language maintenance as children learn a second language.
The additive model of bilingualism would suggest that having even a third language, French
in this case, would not be detrimental.

In the Ministry Document Supporting English Language Learners grade1-8 link (2007, pg 8-9,Section 1 Understanding English language learners,Supporting English Language Learners in Grades 1 to 8, Ministry Ont) supports the Additive model of language learning:

Understanding the bilingual advantage


Students who see their previously developed language skills acknowledged by
their teachers and parents are more likely to feel confident and take the risks
involved in learning a new language. They are able to view English as an addition
to their first language, rather than as a substitution for it.
There are numerous positive outcomes that result from continuing to promote
the ongoing use and development of ELLs’ first languages. Respect and use of
the first language contribute both to the building of a confident learner and to the
efficient learning of additional languages and academic achievement, including:
•developing mental flexibility;
•developing problem-solving skills;
•communicating with family members;
•experiencing a sense of cultural stability and continuity;
•understanding cultural and family values;
•developing awareness of global issues;
•expanding career opportunities.
Students who are able to communicate and are literate in more than one
language are better prepared to participate in a global society. Though this has
benefits for the individual, Canadian society also stands to gain from having a
multilingual workforce. The children now entering Ontario schools are a valuable
resource for Canada.


Experts tell us


… does the school language policy view students as bilingual, with talents in both their
home language and English, or just as learners of English whose home language is
irrelevant to academic success?


Jim Cummins, Promoting Literacy in Multilingual Contexts, Research Monograph #5,
The Literacy and Numeracy Secretariat, Ontario Ministry of Education, 2007. p. 3
Students with well-developed skills in their first language have been shown to acquire
an additional language more easily and fully and that, in turn, has a positive impact on
academic achievement.


Fred Genesee, Kathryn Lindholm-Leary, William Saunders, and Donna Christian. Educating English
Language Learners: A Synthesis of Research Evidence. Cambridge University Press, 2006.
ELLs use what they know in one language to help develop other languages. This positive transfer
effect has been found to be particularly strong in reading.


Claude Goldenberg. “Teaching English Language Learners: What the Research
Does – and Does Not – Say,” American Educator, Summer 2008: 8-23.
English language learners are extremely resourceful learners with a unique bilingual
reservoir of skills and experiences.


Fred Genesee, from a speech at TESOL 2008, “Learning to read a second language:
What does the research say and what do we do about it?”


The development of two languages in childhood turns out to be a profound event that
ripples through the life of that individual.
Ellen Bialystok, Bilingualism in Development. Cambridge University Press, 2001, 247-248.
Students who use their bilingual skills have been shown to develop both cognitive flexibility
and divergent thinking.

Jim Cummins, “The Influence of Bilingualism on Cognitive Growth: A Synthesis of Research
Findings and Explanatory Hypotheses” in Colin Baker and Nancy H. Hornberger, eds.,
An Introductory Reader to the Writings of Jim Cummins. Multilingual Matters, 2001.


Myths and Realities English Language Learners Cummins ERGO 2008

Myth: 

“second language learning is a zero-sum game”

Assumptions:

·          Children have a limited capacity for language learning

·          Learning two languages takes time away from learning English

Learning  2 languages (at once or in succession) has its costs > delays, incomplete mastery, even impairment


 Research says:
Competence in the L1 can support development of academic language skills in English-L2

Some evidence from the National Literacy Panel & the CREDE Synthesis Panel….

-ELL students have reservoir of L1-based skills that can facilitate acquisition of English-L2 reading:

-phonological awareness in L1

-vocabulary and meaning-making skills in L1

-print-related experiences acquired through the L1

-ELL students draw on these skills, knowledge and experiences in early stages of English literacy development when they have not yet acquired the appropriate skills and knowledge  in English

ELLs with better developed L1 literacy skills acquire L2-English skills more easily and to a higher degree (Riches & Genesee)

-ELLs (and majority language) students in enriched bilingual programs out-perform monolingual students in English-only programs on academic achievement tests (Lindholm-Leary & Borsato;  Genesee et al.)

-bilingual children (and adults) with high levels of bilingual proficiency exhibit superior cognitive skills (Bialystok)

-deaf students with higher levels of ASL proficiency score higher on tests of English reading than deaf students with lower levels of ASL proficiency


Implications:

·          Ell students are resourceful learners who draw on ALL their linguistic and cognitive resources

·          L1 resources are linguistic and cognitive bootstraps that ELL students use to break into English

·          Effective instruction draws on and encourages ELL students’ use of these bootstraps

Assessment must take these strategies into account and not penalize ELL students for using them


ELL Gains  Edugains

Ontario schools serve a student population from a rich array of cultural and linguistic backgrounds. Throughout the province, many students in English-language schools are English language learners – students who are learning the language of instruction at the same time as they are learning the curriculum and developing a full range of literacy skills.
 More teachers than ever before are responding to the specific kinds of challenges that these students bring with them to the classroom. Teachers are also learning that the results can be inspiring, exciting, and rewarding for everyone.
 All students, including English language learners, are expected to meet the rigorous challenges of the Ontario curriculum. Effective language and literacy instruction begins with the needs of the learner clearly in mind, and all teachers – across all content areas – are teachers of both language and literacy. Their success is a shared responsibility. Teachers and administrators are working together with parents to ensure that all of Ontario’s students are ready to take their place in a cohesive and productive society. 

Questions: 


How does the failure of people to recognize their own privilege and biases disadvantage certain people in education?


Are  equitable and equal  the same thing?


How do misguided myths disadvantage ELLs?