Children from Diverse Backgrounds in an Immersion Programme

Abstract

Immersion or content-based language programmes are sometimes promoted as the best way of achieving high levels of proficiency in languages other than English. Evaluations of such programmes indicate that the cohort of students achieve higher levels of proficiency than students in traditional programmes. However, a recent survey of all teachers in a French early partial immersion programme revealed concerns for those who teach in English as to whether an immersion programme is suitable for all children. They felt that the problems of children who were learning English and French as second languages were compounded by the programme. There were also concerns for children who struggle with maths, the main content area delivered in the second-language programme. The same concerns are not expressed by those who teach in French. This paper will consider whether the teachers' concerns are grounded, or whether, in fact, the nature of the immersion classroom may make it a more suitable environment for fostering the learning of a diversity of children.