Supporting Arguments
- According to Genesee and Lindholt-Leary, research has consistently shown that English-speaking Canadian students in all models of French immersion acquire significantly more advanced levels of functional proficiency in French than students who receive conventional second language instruction – that is, instruction that focuses primarily on language learning and is restricted to separate, limited periods of time. (10)
- Although, there can be a lag in the development of English literacy skills (reading, writing, and spelling) among students in the initial years of early total immersion when all academic instruction is in French, French immersion students develop the same levels of proficiency as students in English-only programs. Further, the lag in English language development of students enrolled in immersion programs is corrected when one year of education is subsequently instructed in the native language. Thus, students beginning immersion beyond the primary grades (enrolled in middle and late immersion programs) exhibit age-appropriate English skills at all grade levels (Ibid).
- Research has also shown that immersion students generally achieve the same levels of achievement in academic domains (Ibid).
- Higher levels of bilingual proficiency are associated with higher levels of academic and cognitive development (Ibid 13).
- French remains the second language most Canadian employers look for outside Quebec, especially in eastern provinces where official-language bilingualism is strongest. (Baluja & Bradshaw, 2012)
- Bilingual children perform better than monolingual children in meta-linguistic awareness and executive control (Barac AND Bialstok 2012).
- By dealing with subject matter and language learning at the same time, bilingual education covers more of the curriculum without increasing student’s time in school (Merisuo-Storm 2007)
- European countries, including but not limited to Australia, Finland, and Ireland, adopted immersion education after seeing positive results in the French immersion program in Canada (ibid.).
- When languages is used to teach subject matter and there are real communication situations, language learning becomes more meaningful than merely study language grammar (Ibid.).
- Bilingual education programs within Canada not only meet cross-curricular objectives but also increase student’s global education (Diffey 2010).
- Language and culture are parallel in nature and as such the acquisition of language can increase the appreciation or understanding of the culture. This not only increases support for bilingual, but also multilingual education (Ibid.).