"Often the language adopted for the bilingual program for children is the language of their nationality or is the written language, but is not necessarily the language that the child uses at home. The result is they are in fact having to learn a third language. Examples include Turkish Kurds being placed in a a Turkish mother tongue class, when in fact they speak Kurdish; Arabic that students must use in class is academic and not reflective of the region that the child comes from. Omani Arabic is distinct from Saudi or Qatari or Libyan Arabic. Within the Chinese, there is Mandarin and Cantonese, but many Chinese homes use a regional dialect. So, it could simply be easier to provide ELL classes for these students."
With the exception of French-immersion and First Nations programmes, the fluctuation regarding immigration trends would necessitate a constant change in the bilingual school system, causing a huge financial burden on the Ministry of Education, which would adversely affect the way money is spent on education, in an already stressed financial system.
I'm not impressed with the lack of teachers in the French immersion programs. It seems like more often than not, when a substitute teacher comes to my kids' school, the person doesn't even have an FSL course, and they aren't able to even communicate in French. What the point of me sending my kids all the way to a French immersion school if they can't get proper instruction. Plus, look at the size of the classes....ridiculous!
I'm not happy with the fact that French-immersion programs don't lead to greater language production. Research shows that students that have studied in French immersion are really good at French comprehension., but are not necessarily able to produce a high-level of language. I went to a high-school that had a French immersion program, and not one of my friends could communicate effectively in French.
Evidence strongly points to high levels of elitism in French immersion students. I don't want my kid growing up thinking he is better than any one person. I want him to be empathetic and humble and I don't think these are qualities he will pick up in a French-immersion environment.
To be honest, I'm pretty disappointed with the way things worked out. I was extremely happy that my child was enjoying themselves in school, but they continuously struggled with regard to communication in French. This became extremely apparent with regard to tests. Rather than providing him with the help he needed, the teachers and administrators got it into his head that he wouldn't ever be able to succeed and that he would be better off in an English only program. Over the course of the last year, he really just gave up the fight and we finally had no choice but to switch him to English, otherwise he would have continued to fall behind.
I wish the school would have addressed his needs earlier and given him the necessary help he needed. I graduated from de bilingual school, an now I know write so good. I find it dur to make de bon verb tense and de correct spelling. I wish I could have just une langue.
I was going to send my kids to an immersion school but realized that this takes them too far from the neighbourhood, causing them to have to spend extra time waiting and taking busses, causing them to not live close to most of their friends, and it denies them the chance to experiment with their environment and really explore the area they live in. I want my kids to be able to roam after school, and to discover the world the way I did when I was young.
I say we shouldn't just send our kids to immersion schools on a whim, because statistics show that only 25% of students that start kindergarten in immersion, actually graduate in immersion. This really high drop-out rate will most definitely have a negative impact on our children's view of bilingual education, and might also create some animosity towards the other language. I think it's better to let our children decide what their interest in the other language is, and let them enter into a late immersion program if they so desire.
Various school districts make a huge deal about the lottery system used to enter children into French-immersion programs, toting the fairness of the system. But at the same time, I think us parents get so caught-up in the process of getting our children into the program, that it creates 'negative' feelings in those that lose the lottery. I think it's better to just stay positive and make the best of the educational system that our kids have access to, and send them to an English school.
Christopher Walken |