cons: Schools should not offer bilingual programs
COGNITIVE attention/retention
In a study conducted by Spitzer, M. (2016), it was found that bilingual individuals possess a slower reaction time in certain speech and verbal fluency tasks. For instance, monolinguals outperformed bilinguals when asked to name as many words as possible that started with a given letter, for example “list as many words as you can that start with the letter ‘P’”(Spitzer, M. (2016). The reasoning behind this is due to the fact that some bilinguals can experience difficulties when shifting from one language to the next, for example from English, to French.
In other terms, it is explained as non-selectivity in the activation of vocabulary in two languages (Spitzer, M., 2016). Bilingual individuals tend to say words, in both known languages slower and need to engage additional cognitive control when speaking (Spitzer, M., 2016). Bilingual brains have to choose what languages is being activated in a given situation, and choose the appropriate related words accordingly (Spitzer, M., 2016). For example, when bilinguals are speaking French and refer to a chair, one may have to suppress the word “chair” in order to say “chaise, in opposition, when speaking English, one may have to suppress the tendency to say “chaise” and say chair”.
In other terms, it is explained as non-selectivity in the activation of vocabulary in two languages (Spitzer, M., 2016). Bilingual individuals tend to say words, in both known languages slower and need to engage additional cognitive control when speaking (Spitzer, M., 2016). Bilingual brains have to choose what languages is being activated in a given situation, and choose the appropriate related words accordingly (Spitzer, M., 2016). For example, when bilinguals are speaking French and refer to a chair, one may have to suppress the word “chair” in order to say “chaise, in opposition, when speaking English, one may have to suppress the tendency to say “chaise” and say chair”.
English as a second language (esl)
& special education students are marginalized
Students do not benefit from a bilingual education when subtractive bilingualism is present. This means that in situations in which students lose their first language in the process of acquiring their second language, learning through a bilingual education can become detrimental to their success (Roberts, C. A.,1995). Students who do not have a fully developed first language (L1) can become at risk of subtractive bilingualism (Roberts, C. A.,1995). This is because if both languages of a bilingual learner speaker are active, then the individual will often become confused from the aspects of both languages and have a difficult time shifting from one language to the next (Bialystok, E., 2011). Subtractive bilingualism also leads to negative cognitive effects as research shows that learners who do not receive Ll and/or ESL support may experience academic difficulties, thus may not reach their full academic potential. As a result, this may cause students to feel marginalized, excluded and may lead to dropping out of school (Roberts, C. A.,1995). This marginalization happens because the minority language speakers become immersed in the majority language and cannot communicate socially with peers. Unfortunately, the current French Immersion programs are designed through assimilation, therefore for ESL learners often become subjective to subtractive bilingualism (Roberts, C. A.,1995).
high cost of program implementation
Executing bilingual education programs, such as French Immersion can become costly as host schools must allocate additional funds in order to cover associated costs. These supplementary costs include French-Language library start-up and maintenance, teacher in-service, orientation, recruitment, cultural and linguistic activities and events, program coordination and supervision, and transportation (Canadian Parents for French, 2015). The cost summary for the implementation of French Immersion programs stated by the Canadian Parent for French (2015), were outlined as the following; French-language library materials will cost approximately $10,000 per grade. French cultural activities will cost approximately $2,000 per classroom. Instructional materials and resources will cost approximately $10,000 - $12,000 per grade. In most provinces, a substantial portion of the money spent on bilingual services comes in the form of providing French-language education (Veldhuis, N & Vaillancourt, F, 2012). Although said materials and resources are necessary components to generate a successful FSL classroom, there are other monetary aspects to consider with regards to budgeting. According to Mark Wasyliw, Winnipeg School Division Board Chairman, while deliberating budget distribution, due to the lack of French teachers, the board had to allocate additional funds for recruitment teams, who would travel to Quebec and eastern Ontario to recruit, and encourage native francophone teachers to migrate to Manitoba (Hutchins, 2015)
lack of qualified fsl teachers
In a study Canadian conducted by Lam (1992) it was discovered that the Canadian bilingual education system is plummeting due to a lack of qualified teachers. Without these teachers the bilingual program expectations are very solely implemented as required (Lam, 1992). This fact can be explained by the findings stated in the Teaching French as Second Language in Canada Research Report (2006). Firstly, the report refers to a survey that indicates 40 percent of the teacher respondents have considered leaving FSL teaching (Lapkin, S., MacFarlane, A., Vandergrif, L., & D. H., 2006). A possible explanation for this finding is the fact that less than half of these same respondants stated that classrooms for FSL teaching or assistive resources of any kind to help them with their teaching were available (Lapkin, S. et al., 2006). Not only is this lack of support to french teachers contributing to the limited availability of FSL teachers, Canadian school boards are having trouble finding teachers whose skills are high enough for immersion programs (Fitzpatrick, Y., 2017). The low FSL teacher supply continues to be a threat to the growth and sustainability to French immersion programs.