History and philosophy of French Immersion

Implemented in Canada in 1965, one-way French immersion (FI) programs were initially conceived for English-speaking students, but now welcome a culturally diverse population from a variety of linguistics backgrounds.

The FI model adheres to the curricular expectation of integrating language and content in the belief that language can be used as the vehicle through which subject matter content can be learned. The program advocates the sole use of French in class for all social and instructional purposes. Additionally, content-based learning provides a rich environment that allows for engagement, for the co-construction of language and for the development of deeper understanding. Students are immersed in language learning, which is both contextualized and purposeful.

This approach to language learning, referred to as additive bilingualism, occurs when both languages are supported and develop in parallel. Second language learners are expected to achieve high levels of functional French language proficiency while maintaining or exceeding academic standards in English.