Group Conclusions
Prior to the conduction of research findings surrounding the controversies of delivering bilingual programs within schools, the research team was unanimous in regards to the execution and maintenance of French as a Second Language (FSL) programs. Following extensive research, concerning the advantages and disadvantage of whether or not schools should offer bilingual programs, the research team remained in full agreement, that yes it should.
Throughout the exploration of the issue at hand, the researchers found, and are aware of the implications that may impede on the successful implementation of FSL programs. That being said, many associated drawbacks, such as cognitive attention and retention difficulties that may accompany second language learning, and the marginalization of English as Second Language (ESL) and special education learners have been refuted, or labeled as misconceptions by modern research. The researchers also discovered and are aware that French programs do involve additive costs, and that there is a current shortage of qualified French teachers. Despite these obstacles, all six researchers believe that the benefits of implementing bilingual programs outweigh the reasons for opposition. We found that bilingual education positively affects cognitive development, health, self-perception, education, and career advancements for students.
As a bilingual country with two official languages, English, and French, the integration of both languages within provincial curriculums is available. However, French is still considered a linguistic minority, therefore the education sector must work harder to provide adequate opportunities for second language learning. Studies have revealed many cognitive benefits associated with bilingual brains. For example, students who communicate in two languages have increased capabilities with regards to focusing, and staying focused on the task at hand (Spitzer, 2016). Such cognitive abilities have also proven to go beyond post-secondary years, as the effects of bilingualism builds self-esteem and puts bilinguals in a advantageous position against monolingual individuals when seeking career opportunities in the future.
Moreover, we found that learning a second language also benefits academic successes. Through research findings, and personal experiences, we understand the frustrations of learning a second language, and the pressures it can create for learners, specifically ESL and special education students. However, after further research we found that the Ontario Ministry of Education has advocated on behalf of FSL programs, stating that the program are designed “for all students in English-language boards, including students with special needs and English language learners. Directions for planning the delivery of curriculum to students with special education needs are included in all curriculum policy documents, including those for FSL” (Ontario Ministry of Education, 2013).
French programs in Canada are equipped to meet the needs of all learners, by being given ample amount of resources, translation and audio-lingual assistive devices, and are given the encouragement to provide students with action-oriented, and authentic educational opportunities, to captivate and inspire second language learning in, and outside of the classroom (A Framework for Teaching French as a Second Language in Ontario Schools, Kindergarten to Grade 12, 2013).
As future educators we abide by the notion of respect for diversity and inclusion, and stand by the Ontario Ministry of Education’s statement, to encourage all students to expand on French as a second language to the best of their abilities.As teacher candidates in the FSL cohort, we are aware of the current French teacher shortage in Canada. Provinces across Canada, including Ontario, Alberta, British-Columbia, and more are demanding the need for French teachers in order to support current programs. To reverse this shortage, schools need to produce more bilingual secondary graduates, which can be done, if we maintain French programs and instruction in Canadian schools. Finally, as advocates for second language learning, we demand for the implementation of French programs, and believe that it should be offered in schools. It is important for us to note that second language learning skills develop over time, with practice, and at different rates for every student. Offering French language studies in school creates global citizens and gives students the cognitive and social opportunity to explore, and appreciate multilingualism, and multiculturalism in Canada, and around the world.
Research Team,
Kacy Bianco
Taylor Demone
Danielle Horth
Kayla Howard
Vanessa Papai
Catherine Sappi
References
A Framework for Teaching French as a Second Language in Ontario Schools, Kindergarten to Grade 12. (2013). [ebook] Ontario Ministry of Education. Available at: http://www.edu.gov.on.ca/eng/amenagement/frameworkFLS.pdf [Accessed 1 Mar. 2018].
Spitzer, M. (2016). Bilingual benefits in education and health. Trends in Neuroscience and
Education, 5(2), 67-76. doi:10.1016/j.tine.2016.07.004
A Framework for Teaching French as a Second Language in Ontario Schools, Kindergarten to Grade 12. (2013). [ebook] Ontario Ministry of Education. Available at: http://www.edu.gov.on.ca/eng/amenagement/frameworkFLS.pdf [Accessed 1 Mar. 2018].
Spitzer, M. (2016). Bilingual benefits in education and health. Trends in Neuroscience and
Education, 5(2), 67-76. doi:10.1016/j.tine.2016.07.004