|dc.description.abstract||This study set out to determine, through a
qualitative research approach, the perceptions of
learning of a group of Grade Six Early French Immersion
students. Data were collected through classroom
observation, class discussions and individual interviews
of these students.
Themes included perceptions of their physical and
language environment, methods used to teach French,
learning and use of French in and outside the school and
knowledge and abilities in French.
The findings provided valuable insight on students'
perceptions and on their response to different aspects of
the program. For example the students had various
reactions and opinions on the use of French by
themselves, their peers and their teachers. They also
reiterated frequently their strong dislike of being
corrected in front of other students and suggested ways
they thought were more effective in handling correction.
They revealed that little could be done if they decided
to speak English during French time. They talked about
the difficulties they encountered in learning the
language and in using it in and outside the school.
These students derived a great sense of accomplishment from the fact that they knew and understood French while
the rest of their families and friends usually did not.
They also understood the usefulness of being bilingual
and believed it would be of great advantage to them in
Students provided valuable suggestions to enhance
their learning and in so doing help all educators to
consider the program through different eyes.||
|dc.subject||French language Study and teaching (Elementary) Immersion method||
|dc.subject||French language Study and teaching (Elementary) Psychological aspects||
|dc.title||Perceptions of learning French : a case study in French immersion||
|etd.degree.name||Master of Education||