Perceptions of learning French : a case study in French immersion

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 the future. Students provided valuable suggestions to enhance their learning and in so doing help all educators to consider the program through different eyes.