Cover not available
Article published In:
Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Journal of Immersion and Content-Based Language Education 6:2] 2018
► pp. 244–268

Teacher adaptations to support students with special education needs in French immersion

An observational study

| Nipissing University

As of late, French immersion (FI) teachers have been encouraged to adapt their instruction to support the inclusion and success of students with learning difficulties. In particular, pedagogical concepts such as Universal Design for Learning (UDL) (National Center on Universal Design for Learning, 2014) and differentiated instruction (Tomlinson, 2004) have been promoted as means to do so. This study used observations of nine FI teachers’ classes with the view to exploring their adaptations for students with learning difficulties in hopes of identifying future professional development directions. The observations revealed that the FI teachers were aptly adapting their instruction for the class as a whole whereas they were less apt to modify for individual students. In order to further their inclusive practices, the FI teachers in this study would benefit from future professional development opportunities that focus on differentiating instruction for individuals and conversations about if and how teacher language choices can provide additional means of differentiation.

Keywords: French as a second language education, special education needs, second language education, immersion education, teacher adaptations
Article outline
  • 1.Framework
  • 2.Context of the study
    • 2.1Context as defined in policy documents
      • 2.1.1Universal design for learning and differentiated instruction
    • 2.2Practical context of the study
  • 3.Methodology
    • 3.1Observation scheme
    • 3.2Participants
  • 4.Findings
    • 4.1Classroom observations
    • 4.1.1Description of classes
    • 4.1.2Adaptations observed
  • 5.Discussion
  • 6.Conclusion
  • Notes
  • References
Published online: 23 October 2018
DOI logo
https://doi.org/10.1075/jicb.17011.mad
References
Allen, P., Fröhlich, M., & Spada, N.
(1983) The communicative orientation of language teaching: An observation scheme. Toronto: Ontario Institute for Studies in Education.Google Scholar
Arnett, K.
(2001) The accommodation of Grade 9 students with learning disabilities in the applied grade 9 core French classroom. Toronto: Ontario Institute for Studies in Education.Google Scholar
(2003) Teacher adaptations in core French: A case study of one grade 9 class. The Canadian Modern Language Review, 60 (2), 173–98. DOI logoGoogle Scholar
(2004) Effective teaching and adaptive instruction in core French: A case study of a Grade 8 classroom in Ontario. Toronto: Ontario Institute for Studies in Education.Google Scholar
(2008) Exploring the use of student perspectives to inform topics in teacher education. Canadian Journal of Applied Linguistics, 11 (1), 63–82.Google Scholar
(2010) Scaffolding in a grade 8 core French classroom: An exploratory case study. The Canadian Modern Language Review, 66 (4), 557–582. DOI logoGoogle Scholar
(2013a) The genesis and perpetuation of exemptions and transfers from French second language programs for students with diverse learning needs: A preliminary examination and their link to inclusion. In K. Arnett & C. Mady (Eds). Minority populations in Canadian second language education (pp. 103–117). Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
(2013b) Languages for all: How to support and challenge students in a second language classroom. Toronto: ON: Pearson Education.Google Scholar
Arnett, K., & Mady, C.
(2010) A critically conscious examination of special education within FSL and its relevance to FSL teacher education programs. Canadian Journal of Applied Linguistics, 13 (1), 19–36.Google Scholar
Arnett, K., Mady, C., & Muilenburg, L.
(2014) Canadian FSL teacher candidate beliefs about students with learning difficulties. Theory and Practice in Language Studies, 4 (3), 447–457. DOI logoGoogle Scholar
Arnett, K., & Turnbull, M.
(2008) Teacher beliefs in second and foreign language teaching: A state of the art review. In H. J. Sisken (Ed.), From thought to action: Exploring beliefs and outcomes in the foreign language program (pp. 9–29). Boston, MA: Thomson Heinle.Google Scholar
Baker, C.
(2006) Foundations of bilingual education and bilingualism. (4th ed.). Clevedon, UK: Multilingual Matters.Google Scholar
Bonyun, R., Momison, F., & Unitt, J.
(1986) When primary pupils transfer out of Immersion. Ottawa, ON: Ottawa Board of Education, Research Centre.Google Scholar
Bournot-Trites, M., & Denizot, I.
(2005, January). Conscience phonologique en immersion française au Canada. Paper presented at the 1er Colloque International de Didactique Cognitive , Toulouse, France.
Bruck, M.
(1985) Predictors of transfer out of early French immersion programs. Applied Psycholinguistics, 6 1, 39–61. DOI logoGoogle Scholar
Burge, P., Ouellette-Kuntz, H., Hutchinson, N., & Box, H.
(2008) A quarter century of inclusive education for children with intellectual disabilities in Ontario: Public perceptions. Canadian Journal of Educational Administration and Policy, 87 1, 1–22.Google Scholar
Cenoz, J., & Gorter, D.
(2011) A holistic approach to multilingual education: Introduction. The Modern Language Journal, 95 1, 339–343. DOI logoGoogle Scholar
Clyne, R.
(2011) There is too many in Australia. In C. Hélot & M. O’Laoire (Eds.), Language policy for the multilingual classroom (pp. 174–187). Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
Cummins, J.
(2007) Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics/Revue Canadienne de Linguistique Appliquée, 10 (2), 221–240.Google Scholar
Genesee, F.
(1992) Second/foreign language immersion and at-risk English-speaking children. Foreign Language Annals, 25 (3), 199–213. DOI logoGoogle Scholar
(2007) French immersion and at-risk students: A review of research evidence. The Canadian Modern Language Review, 63 (5), 655–688. DOI logoGoogle Scholar
Genesee, F., & Fortune, T.
(2014) Bilingual education and at-risk students. Journal of Immersion and Content-based Language Education, 2 (2), 196–209. DOI logoGoogle Scholar
Hall, T., Strangman, N., & Meyer, A.
(2003) Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from [URL]
Harley, B.
(1998) French immersion research in Canada: The 1990s in perspective. Mosaic, 6 (1), 3–10.Google Scholar
Hayden, H. M. R.
(1988) French immersion drop-outs: Perspectives of parents, students, and teachers. Reading Canada, 6 (4), 222–235.Google Scholar
Hélot, C., & Ó’Laoire, M.
(2011) From language education policy to a pedagogy of the possible. In C. Hélot & M. Ó’Laoire (Eds.), Language policy for the multilingual classroom: Pedagogy of the possible (pp. xi–xxv). Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
Johnson, K. E.
(1999) Understanding language teaching: Reasoning in action. Boston, MA: Heinle & Heinle.Google Scholar
(2009) Second language teacher education: A sociocultural perspective. New York, NY: Routledge. DOI logoGoogle Scholar
Lapkin, S., MacFarlane, A., & Vandergrift, L.
(2006) Teaching French in Canada: FSL teachers’ perspectives. Ottawa, ON: Canadian Teachers’ Federation.Google Scholar
Lyster, R., Collins, L., & Ballinger, S.
(2009) Linking languages through a bilingual read-aloud project. Language Awareness, 18 1, 366–383. DOI logoGoogle Scholar
MacCoubrey, S. J., Wade-Woolley, L., Klinger, D., & Kirby, J. R.
(2004) Early identification of at-risk L2 readers. The Canadian Modern Language Review, 61 1, 11–28. DOI logoGoogle Scholar
MacCoubrey, S. J., Wade-Woolley, L., & Kirby, J. R.
(2007) A phonemic awareness intervention for at-risk second language readers in French immersion (Unpublished manuscript). Queen’s University, Kingston, ON.Google Scholar
Mady, C., & Arnett, K.
(2009) Inclusion in French immersion in Canada: One parent’s perspective. Exceptionality Education International, 19 (2), 37–49.Google Scholar
(2015) Supporting Allophone students and students with learning difficulties in the second language classroom: FSL teacher candidates’ beliefs and knowledge. Canadian Journal of Applied Linguistics 18 (2), 78–95.Google Scholar
Mannavarayan, J. M.
(2002) The French immersion debate: French for all or all for French? Calgary: Detselig Enterprises.Google Scholar
Mollica, A., Philips, G., & Smith, M.
(2005) Teaching and learning French as a second language: Core French in the elementary schools in Ontario. Report prepared for the Ontario Modern Language Teachers’ Association.Google Scholar
National Center on Universal Design for Learning
(2014a) What is UDL? Retrieved from [URL]
(2014b) Universal design for learning guidelines. Retrieved from [URL]
Ó Duibhir, P., Ní Dhíorbháin, A., & Cosgrove, J.
(2016) An inductive approach to grammar teaching in Grade 5 and 6 Irish immersion classes. Journal of Immersion and Content-based Language Education, 4 (1), 13–32. DOI logoGoogle Scholar
Ontario Ministry of Education
(1999) The Ontario curriculum: French as a second language. Toronto, ON: Author.Google Scholar
Ontario Ministry of Education
(2004) Policy/program memorandum no. 58. Toronto, ON: Author.Google Scholar
(2005) Education for all. Toronto, ON: Author.Google Scholar
Ontario Ministry of Education
(2013a) A framework for French as a second language in Ontario schools Toronto, ON: Author.Google Scholar
Ontario Ministry of Education
(2013b) Learning for all. Toronto, ON: Author.Google Scholar
(2013c) The Ontario curriculum: French as a second language. Toronto, ON: Author.Google Scholar
(2015) Including students with special education needs in French as a second language education programs. Toronto, ON: Author.Google Scholar
Parkin, M., Morrison, F., & Watkin, G.
(1987) French Immersion research relevant to decisions in Ontario. Toronto, ON: Ministry of Education.Google Scholar
Public Service Commission of Canada [PSCC]
(2005) Second language evaluation: A research evaluation of French as a second language in selected Alberta schools. Ottawa, ON: Author.Google Scholar
Reeder, K., & Bournot-Trites, M.
(2001) Biliterate and mathematical performance in an intensified French immersion education program: Some evidence for the interdependence hypothesis. In E. Hughes, M. Hughes, & A. Greenhill (Eds.), BUCLD 21: Proceedings of the 21st annual Boston University Conference on Language Development (pp. 567–571). Boston, MA: Cascadilla Press.Google Scholar
Rix, J., & Sheehy, K.
(2014) Nothing special: The everyday pedagogy of teaching. In L. Florian (Ed.) The Sage handbook of special education (pp. 459–474). London: Sage. DOI logoGoogle Scholar
Spada, N., & Fröhlich, M.
(1995) Communicative orientation of language teaching observation scheme: Coding conventions and applications. Sydney, Australia: Natioal Centre for English Language Teaching and research, Macquarie University.Google Scholar
Swain, M., & Johnson, R. K.
(1997) Immersion education: A category within bilingual education. In R. K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 1–16). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Swain, M., & Lapkin, S.
(2005) The evolving sociopolitical context of immersion education in Canada: Some implications for program development. International Journal of Applied Linguistics, 15 (2), 169–186. DOI logoGoogle Scholar
Tomlinson, C.
(2004) La classe différenciée. Montreal: Chenelière/McGraw-Hill.Google Scholar
Trites, R., & Moretti, P.
(1986) Assessment of readiness for primary French immersion. Toronto, ON: Ministry of Education.Google Scholar
Turnbull, M., Hart, D., & Lapkin, S.
(2001) Grade 3 immersion students’ performance in literacy and mathematics: Province-wide results from Ontario (1998–99). The Canadian Modern Language Review, 58 1, 9–26. DOI logoGoogle Scholar
Turnbull, R., Turnbull, A., Shank, M., Smith, S., & Leal, D.
(2002) Exceptional lives: Special education in today’s schools (3rd ed.). Columbus, OH: Merrill, Prentice-Hall.Google Scholar
Valle, J., & Conner, D.
(2010) Rethinking disability: A disability studies approach to inclusive practices (a practical guide). New York, NY: McGraw-Hill.Google Scholar
Vygotsky, L. S.
(1995) Problemy defectologii [Problems of defectology]. Moscow, Russia: Prosvecshenie Press.Google Scholar
Wall, A.
(2010) Myths and realities of French immersion. Language Portal of Canada. Retrieved from [URL]
Willms, D.
(2008) The case for universal French instruction. Canadian Research Institute for Social Policy. Retrieved from [URL]
Wise, N., & Chen, X.
(2010) At-risk readers in French immersion: Early identification and early intervention. Canadian Journal of Applied Linguistics, 13 (2), 128–149.Google Scholar
Cited by

Cited by 4 other publications

Kay-Raining Bird, Elizabeth, Fred Genesee, Ann Sutton, Xi Chen, Joan Oracheski, Stephanie Pagan, Bonita Squires, Diana Burchell & Tamara Sorenson Duncan
2021. Access and outcomes of children with special education needs in Early French Immersion. Journal of Immersion and Content-Based Language Education 9:2 ► pp. 193 ff. DOI logo
Lindner, Katharina-Theresa & Susanne Schwab
2020. Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education ► pp. 1 ff. DOI logo
Martin, Sarah, Christina Hodder, Emily Merritt, Ashley Culliton, Erin Pottie & Elizabeth Kay-Raining Bird
2021. Bilingual outcomes for a student with Down Syndrome in French immersion. Journal of Immersion and Content-Based Language Education 9:2 ► pp. 223 ff. DOI logo
Selvachandran, Janani, Elizabeth Kay-Raining Bird, Jessica DeSousa & Xi Chen
2022. Special education needs in French Immersion: a parental perspective of supports and challenges. International Journal of Bilingual Education and Bilingualism 25:3 ► pp. 1120 ff. DOI logo

This list is based on CrossRef data as of 19 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.