Our world is becoming more and more multilingual. Many children grow up bilingual. Bilingualism is a necessity, as a child's parents may not be fluent in the majority language spoken in the community. Therefore, the child can learn one language at home and another at school. In many cases, bilingualism is a choice, and parents may want to expose their children to another language, even if they themselves do not speak a second language. French immersion programs across Canada are a path to becoming a bilingual individual. It is an approach to second language learning with a unique learning environment in which French is used as the language of instruction for many or all subjects. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Based on statistics, there is an extremely high demand for French immersion programs across Canada in recent years. Schools are struggling to cope. The program is very popular among parents with and without French heritage, however there is a lack of French teachers. Being bilingual is a great advantage for students in their personal and professional commitment and development. It opens the doors to their future well-being. It gives them the lifelong ability to communicate with French-speaking people. It increases their appreciation for other languages ​​and cultures besides their own and, more importantly, increases job opportunities in many careers where knowing another language is a real asset. Despite its popularity, critics question the quality of the program and its benefits. Many believe that immersion is not an effective form of bilingual education. It lacks relevance, according to some. According to some, parents take advantage of this. It is a way to get your children into “better” schools by disguising them under multiculturalism or bilingualism, avoiding the stigma of elitism. It weakens the rest of the school system by concentrating students with supportive families in one place and using additional resources. As a newcomer, bilingual, I would like to explore different aspects of the implementation and "success" of French immersion programs in Canada. My research will revolve around a few questions, whether the program serves its stated purpose or is it time to say Au revoir to this trend. Despite the issues of attrition, exclusion, and the availability of special education, there are multiple long-term benefits of French immersion such as cognitive skills, language acquisition, and higher employment rates and economic benefits. While researching the topic, I came across different opinions present among the parties involved in the trending debate. By gathering data and resources I was able to narrow it down to some of the most common locations and spots. Covering several aspects, I will focus on the long-term results of the French Immersion program launched in the 1970s. Pierre Elliot Trudeau's vision of a bilingual Canada changed the face of Canadian education. French immersion programs began to spring up across Canada. While Trudeau's idea was to create bilingual generations, the parents' goal was for their children to become more eligible for future jobs, to promote French culture to their children, and to create greater ease in life in Quebec society. The study was considered a success, with parents in other provinces requesting the program be implemented into their provincial curriculum. The federal government has added much-needed funding to the diving systemFrench. Many people say that the only reason Immersion came to be was the initiative of then Prime Minister Pierre Elliott Trudeau. However, as with most new programs, criticism erupted. Studies were conducted to prove that Immersion lacked balance. Most studies state that the experimental children had a very poor structure of the quality of the French product. The concept of teaching an immersion program was originally conceived in Montreal in 1971. However, this immersion program was designed specifically for French students and was considered very elitist due to its cultural limitations (Rebuffot, Jacques 1993). Subsequently, today there are programs similar opinions that support or oppose the program. School boards, parents, politicians and even teachers discuss the overall benefits and values ​​of the immersion stream and question whether the program has achieved its original purpose. However, we must admit that the diving experience can be unique and life-changing. French immersion, like any other program, is not perfect, however speaking a second language, even if not fluently, in a bilingual country like Canada is a great long-term advantage on several levels. First, research shows that French language immersion programs and early exposure to a second language produce more diverse students. Students in French immersion programs tend to have a more diverse approach to learning and a greater appreciation of different cultures. In a multicultural country like Canada we must embrace all aspects that help cultivate culturally and socially diverse generations of students. This is one of the main reasons why it is important to invest in French language immersion and its resources. However, many question the credibility of the program due to the shortage of competent French teachers. Teachers have many different teaching styles. A great teacher will foster curiosity, interest and make learning come alive, regardless of the flow of teaching. What is important is how we support teachers in the midst of high expectations and a reality where strategies and even resources are lacking. It appears It is problematic that, at a time when many school districts are reporting shortages of FI teachers, FI enrollment is on the rise. Furthermore, according to numerous studies, the overall demand for teachers in Canada is expected to increase significantly in the coming years. Yes, many will agree that this is one of the main problems of the immersion program, along with that of correct language acquisition. , having an action plan to address this issue will have a long-term benefit. The data shows that there are several methods and strategies to respond to most of the problems associated with the program. For example, breaking down the barriers that prevent exchanges between teachers. It's even easier for a Quebec teacher to have an exchange with a teacher in France than with a teacher in Ontario, and that's a big deal. The government can invest in opening universities across Canada with French as the official language, especially in Ontario. Offer alternative certification, a practice of providing emergency credentials to those who have a bachelor's degree but no teaching qualifications. These simple methods could offer a valid solution to the problem with French teachers. At the same time this opens up another field for further research and that is the evaluation and determination of methods for selecting prospective teachers. Educators have theethical responsibility to ensure the French competence of teachers and the adequacy of their knowledge of the IF teaching methodology. They should therefore adopt rigorous language testing methods with high rates of validity and reliability. They should also provide in-service to teachers who may need it and take steps to provide better service to French Immersion students. Without expecting perfection, it is imperative that high standards are maintained to protect the quality of education in FI schools and the success of the program (Veilleux, I., & Bournot-Trites, M. 2005). For a long time, there has been a common belief that speaking and teaching children two languages ​​can be confusing and negatively affect their language development. After numerous studies conducted, these claims have long since been refuted. Bilingualism brings significant benefits to children's cognitive and social skills, stimulates creativity and also presents important advantages for the elderly. Studies show that speaking more than one language can slow the brain's aging process. Many studies support the idea that bilingual (and multilingual) students often demonstrate greater problem-solving skills, greater attention span, and a greater ability to switch tasks. These types of skills have a greater impact on student achievement than any other area of ​​brain development. It seems that if you can give your child a leg up in the executive function arena, you are setting them up for success. (Is French Immersion Right for Your Child? January 11, 2018) More specifically, bilinguals have shown overall higher academic performance, better scores on tests assessing their first language skills, and superior performance on tests of nonverbal intelligence that they required a reorganization of visual forms. Dolean, D.D. (2015) One of the other benefits of bilingualism is that speaking a second language can also facilitate learning an additional foreign language. Children exposed to more than one language from an early age acquire the language more quickly and more effectively than their monolingual peers. Studies have shown that learning a second language does not interfere with the individual's performance in the other language (Genesee, F. and Gándara, P. 1999). Bilinguals, in fact, have a better predisposition to learning additional languages ​​than monolinguals. The benefit of French language immersion and bilingualism in general should not be viewed as an independent, stable structure, but should rather be examined in the context of process and practices. When we talk about “how bilingual” French immersion students are we should always keep in mind what their native language is, how many other languages ​​they speak before enrolling in the program, what their social background is, and what the demographics of the groups they are with are. they interact. with. There must be a distinction between bilingual and native speakers, we cannot have the same expectations of linguistic competence for the two groups of speakers. Being bilingual does not necessarily mean being francophone, where you will subsequently identify with francophone culture. It is also our perception of what it means to be able to speak French that influences how we perceive bilingualism in Canada today. Consequently, being bilingual implies the ability to communicate with native speakers at their level of proficiency, to speak and sound like them (Lamarre, P., & Rossell Paredes, J. (2003). In this sense, perhaps there should be a study We do not do justice to students who learn French if we maintain the tendency to measure their competence and successcompared to native French speakers. Many students want to learn French, but may feel daunted by expectations that they should speak like a native speaker or at least acquire native-like skills. Despite the advantages, many argue the benefit of learning a second language through French immersion, stating that there is low language retention and a high dropout rate in upper grades. In some cases, this is due to students choosing other specialized programs that are not available in immersion, and partly to other factors that need further investigation. To reduce the student dropout rate, specific measures must be envisaged such as: additional support for teachers, improvement of communication with parents and establishment of comparative assessments of students' language skills. Some of the disappointments associated with diving stem from unrealistic expectations. It is critical to understand that immersion is not intended to produce graduates who speak French with the fluency of native speakers. What immersion provides are generations of students with knowledge of more than one language that can be implemented to their advantage in their personal and professional lives. Language competence is closely related to both intellectual and physical activity, if the language is not used frequently it decreases drastically. This goes back to the view that language proficiency and growth are interconnected with an individual's background and social engagement. Also in the context of low language retention is the problem of first language attrition. Originally attributed to less frequent use of the first language, the cause of first language attrition has more recently been explained as an adaptive strategy of the brain to facilitate second language learning. However, this phenomenon was observed especially among immigrants and national minorities immersed in a social environment in which the second language was predominant. To obtain results that represent the rest of the population in French immersion schools it is necessary to also carry out research among non-immigrants. Bilingual children also tend to have smaller vocabularies in both languages ​​than their monolingual peers; however, several studies show that they have the same or even better understanding of linguistic structure than monolinguals (Bialystok 2012). The conclusion, then, is that the experience of schooling in French coupled with an English home language environment produces patterns of language development typically found for fully bilingual children. Therefore, these children are becoming bilingual and bringing with them the positive outcomes of bilingualism. With continued exposure and teaching of the formal structure of French, their language skills will surely improve as well. Hermanto, N., Moreno, S., & Bialystok, E. (2012). Finally, for many the biggest problem with French immersion programs is the issue of fairness. French Immersion is a form of “stealth choice,” a way for parents to get their children into what they think is a “better” school than the local school without appearing elitist, dropping out of the public system, or spending extra money (CAMPBELL , A. (2013, February 10). Based on the academic literature, as well as public and academic discourses that I have consulted, a broad audience supports the claim that it is an elitist program that excludes certain groups of students, for example. example those from lower socioeconomic backgrounds, English language learners, students with disabilities and behavioral problems, as well as male students are less represented in the program and do not reflect theschool population. It is often labeled as an elitist program that filters out children with behavioral problems. Critics say it lacks support for gifted students and those with learning disabilities. In many cases there are school boards with few or no special education teachers from the French group. The fact is that when a child in immersion has any kind of learning or behavioral problem, some schools' first response is to pressure parents to remove the child from immersion, regardless of whether or not the learning problem is a problem. what to do with the language of instruction. Yet there are studies that show that children with learning disabilities do just as well in immersion as in English class. Likewise, many schools and school boards actively discourage immigrant parents from enrolling their children in immersion, even though studies show that immigrant students – who often speak a third language at home – adapt easily to immersion. Some immersion programs, however, boast a high percentage of children of immigrants, as their parents recognize the value of being able to speak the country's two official languages. Consequently, the question that arises from this point is not against the French immersion program, rather than challenging our perception and expectations of the program. We became judges and decided on a verdict instead of trying to identify flaws and work on their improvement. The fact is that every year there is a higher enrollment rate in French immersion schools. As indicated by Statistics Canada, French immersion program enrollments totaled 409,893 in 2014/2015, up 4.5% from 2013/2014 when 392,430 students were enrolled. Increases in enrollment in these programs have been observed in virtually every province and territory. Nearly 2 million students (1,957,713) were enrolled in regular (basic) second language programs in Canadian public elementary and secondary schools in 2014/2015, down slightly (-0.7%) from 2013/2014 ( Elementary–Secondary Education Survey for Canada, provinces and territories, Government of Canada 2014/2015). Therefore, instead of criticizing the program which was designed for the long-term good of the new generations, we should focus on its improvement, train teachers, provide more support and resources to French immersion schools and teachers, let us reconsider our expectations and our objectives before enrolling our children and, finally, we give the child the choice whether he wants to be part of it or not to avoid later regrets and deception. Once we identify the barriers that prevent students with learning disabilities from receiving an appropriate education, then we can address those issues with the goal of moving toward greater inclusion of students with learning disabilities. Indeed, we believe that the survival of IF depends on its ability to show how it can be inclusive of a wide range of student needs; a language program cannot continue to thrive if it does not challenge itself to do better (Mady, C., & Arnett, K. 2009). It is the challenge that needs to be further investigated and addressed to ensure adequate growth and success. of the French immersion program. Indeed, there are problems with French Immersion, but reality shows that the benefits are superior. Looking at the socio-economic circumstances we can easily say that being bilingual today means having an economic advantage. Research shows that many choose French because it is one of Canada's official languages ​​and because having fluency in both languages ​​will allow them tocompete in the bilingual market. It is well known that those who speak two or more languages ​​have better job opportunities and consequently greater economic advantages. According to Statistics Canada and the 2006 census, the employment rate of bilingual Canadians who are fluent in both French and English is higher than the employment rate of Canadians who speak only one of the official languages. This is significant and is one of the main reasons why parents choose to enroll their children in French immersion programs. Another notable statistic from the 2006 census is that Canadians who achieve bilingual status have a higher average income than those who speak only English or French. This is true not only in Quebec but in a total of 6 provinces. There are more work, travel and social opportunities for those who speak more than one language. When I first started teaching, competition for jobs was fierce and it was very difficult to get a seat on the school board unless the teacher applying spoke French. French teachers are always in demand, and those who were bilingual had a much easier time finding work as teachers. There are many careers that require multilingual skills. Furthermore, Canadian census information suggests that bilingual Canadians have a higher average income than us single-language speakers (Chawla, E. (2015). French immersion education is beneficial in several ways. It involves acquire cultural, linguistic skills, and social wealth and dominance in Canadian society and elsewhere and how to become competitive in the bilingual job market. Faced with reality, it is undeniable that when students graduate from college or university there is no guarantee of job opportunities and competition is tough the future it is necessary to prepare children and provide them with all the tools available to help them succeed and differentiate themselves from the rest of the competition in the market. Students with learning difficulties should also be given the opportunity to enrich themselves their skills and express themselves through French immersion programs, even if they stumble in one aspect: learning French can be their ticket to growth and success in life, personally and professionally. The fear of not doing the right thing paralyzes most parents who know the pressure placed on them by the knowledge that there are benefits to being bilingual: the job opportunities are legion and the financial rewards are undeniable. A recent report from the Fraser Institute states that the difference between public and private sector pay levels is 10.6%. (McConnell, K. 2016). Language can be viewed as a set of resources available to speakers and, therefore, bilingual education such as French immersion in a country such as Canada can provide significant benefits for English speakers as well. Through immersion schools, English speakers can increase their linguistic and cultural capital and, as a result, improve their social and economic mobility and political power. Not only do they maintain the power they already have as English speakers, they gain more by becoming bilingual. Bilingual education is a right, not a privilege. To be successful, Canadians must have greater access to language learning opportunities and a better understanding of official language minority communities, including their culture and institutions. This does not mean, and has never meant, that all Canadians should be bilingual or that they should feel less Canadian if they speak only English or only French. However, this means that they should welcome the presence of the other language."