Megan's Conclusions
I have always been a staunch defender and advocate for French language instruction in the Ontario classroom. Having participated in the French Immersion program starting in grade five, I have personally experienced the program, and witnessed the benefits of a bilingual education. I continued my bilingual education throughout secondary and post-secondary school, always believing that I was preparing myself for a brighter future.
Last year I was given the opportunity to teach French as a Second Language to students in Northwestern Ontario. I was not a qualified teacher (but I soon will be!), but because of my experience in the classroom, and my French language capabilities this once in a lifetime chance was given to me. I was quickly stunned by the attitude of my students towards French class, despite my knowledge that the student population at the school was 87% First Nations. My experiences in French class were always such positives ones, I could not fathom anyone not participating enthusiastically. It took me until the winter break to fully recognize that French language instruction was not what these students needed, or wanted.
In order to thrive in second language classes students need to understand the value of the program as well as have an innate desire to participate. French as a second language is not always the answer to providing second language instruction. Depending on the geographic location of a school it is of greater benefit to offer culturally specific language instruction. Many students will continue to participate in French as a second language instruction, while others will choose to enrol in classes relevant to their culture or heritage. I believe that schools will continue to expand their second language course selection as Ontario continues to grow increasingly diverse.
Before beginning this assignment I never took into consideration other types of bilingual education, despite my experience working in a predominantly First Nations community. I have witnessed school boards struggle to obtain qualified instructors for French classes, and more recently for Ojibway classes. In my experience the challenge to successfully hire French teachers was daunting enough, but when the call went out for Ojibway teachers it was almost impossible. In my home community only two of the four elementary schools successfully acquired an Ojibway language teacher, resulting in the other two schools being forced to cancel their Ojibway programming for the school year. The secondary school has offered Ojibway on and off over the years depending on the school finding a willing and able instructor. Unfortunately this year was not one of the years where they were able to successfully fill the teaching position. Typically the instructors hired are not qualified teachers but are fluent in Ojibway. Unfortunately, finding someone who has fluency in Ojibway often means that person is of an advanced age which usually means they do not want to deal with a group of rambunctious teenagers for very long. In the ten years that I have been living in Northwestern Ontario there has not been an Ojibway teacher who has returned to teach after one semester.
After completing the research required for this assignment I am still confident in my advocacy for French Immersion programs, but I also believe that there is a strong need to increase the availability of second language programming for First Nations students. In both cases, there is a lack of qualified teachers available to meet the demand, and this will only continue to be a problem in the future. Fully bilingual programming (French and First Nations) should, and needs to continue to be offered to students in Ontario, but perhaps more attention needs to be given to the training of teachers in order to provide these services.
Last year I was given the opportunity to teach French as a Second Language to students in Northwestern Ontario. I was not a qualified teacher (but I soon will be!), but because of my experience in the classroom, and my French language capabilities this once in a lifetime chance was given to me. I was quickly stunned by the attitude of my students towards French class, despite my knowledge that the student population at the school was 87% First Nations. My experiences in French class were always such positives ones, I could not fathom anyone not participating enthusiastically. It took me until the winter break to fully recognize that French language instruction was not what these students needed, or wanted.
In order to thrive in second language classes students need to understand the value of the program as well as have an innate desire to participate. French as a second language is not always the answer to providing second language instruction. Depending on the geographic location of a school it is of greater benefit to offer culturally specific language instruction. Many students will continue to participate in French as a second language instruction, while others will choose to enrol in classes relevant to their culture or heritage. I believe that schools will continue to expand their second language course selection as Ontario continues to grow increasingly diverse.
Before beginning this assignment I never took into consideration other types of bilingual education, despite my experience working in a predominantly First Nations community. I have witnessed school boards struggle to obtain qualified instructors for French classes, and more recently for Ojibway classes. In my experience the challenge to successfully hire French teachers was daunting enough, but when the call went out for Ojibway teachers it was almost impossible. In my home community only two of the four elementary schools successfully acquired an Ojibway language teacher, resulting in the other two schools being forced to cancel their Ojibway programming for the school year. The secondary school has offered Ojibway on and off over the years depending on the school finding a willing and able instructor. Unfortunately this year was not one of the years where they were able to successfully fill the teaching position. Typically the instructors hired are not qualified teachers but are fluent in Ojibway. Unfortunately, finding someone who has fluency in Ojibway often means that person is of an advanced age which usually means they do not want to deal with a group of rambunctious teenagers for very long. In the ten years that I have been living in Northwestern Ontario there has not been an Ojibway teacher who has returned to teach after one semester.
After completing the research required for this assignment I am still confident in my advocacy for French Immersion programs, but I also believe that there is a strong need to increase the availability of second language programming for First Nations students. In both cases, there is a lack of qualified teachers available to meet the demand, and this will only continue to be a problem in the future. Fully bilingual programming (French and First Nations) should, and needs to continue to be offered to students in Ontario, but perhaps more attention needs to be given to the training of teachers in order to provide these services.