FACTORS THAT INFLUENCE THE DECISION OF PARENTS
TO ENROLL THEIR CHILDREN IN A FRENCH IMMERSION PROGRAM
IN PRINCE GEORGE
by
Guylaine Pouliot

B.Ed., Universite Laval, 1989

PROJECT SUBMITED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER IN EDUCATION

THE UNIVERSITY OF NORTHERN BRITISH COLUMBIA
November 2010

© Guylaine Pouliot, 2010
U NlVEF-~sr;·v o \ i\ORTHERN
BRITISH COLUMBIA
1
LIBRARY
Prince George, B.C.

Abstract
French Immersion in Canada started more than 40 years ago in the small
town of St-Lambert, Quebec. It was initiated by a small group of English parents
who wanted to allow their children, whose first language was not French, to learn
French. Today, French Immersion is offered in all ten Canadian provinces and
each of the territories, totaling 300,000 students attending 2,100 schools across
the country. By attending French Immersion programs throughout elementary
and secondary school, students will have acquired a level of competency in
French and English as well as a level of bilingualism high enough to be able to
live and work in a French community. This project proposes to investigate
reasons why school children in Prince George, British Columbia are registered in
a French Immersion program and the influence parents' socioeconomic status
variables have on their decision to register them in French Immersion. A survey
method will be used to collect data from parents who have registered their
children in one of three French Immersion schools located in the Prince George
School District.

Acknowledgement
This dissertation is dedicated to my husband Marc for his endless support
and perseverance in believing that I could accomplish it, to my children Erika and
Nicolas for their comprehension and pride, and especially to Lynne and Nick my
dear and respectful friends.
I would like to thank my advisor Dr. Yvon Cloutier for his patience and
flexibility and the members of my project committee: Dr. Michel Bouchard and Dr.
Bryan Hartman.
I would also like to thank the Prince George School District #57, Mrs.
Madeleine Crandell , Principal at College Heights Elementary School , Mrs. Anjula
Corbin, Principal at Spruceland Elementary and Mr. Luc St-Denis, Principal at
Austin Road Elementary School School for their cooperation and support. Fin-ally,
I would like to thank all the participants who took the time to fill out my survey.

Table of Contents

CHAPTER 1
Introduction .... .. ... ..... .... .. .... ..... ..... ....... ..... ....... .. .. .... .. .... . .. ... ... .... .......... 1
Introduction to the Problem ........................ .. ... ..... .... ...... ...... ......... ....... .... 1
Research Question to be Investigated ......... .................. .... .. .......... .... ...... ..... 2
Operational Definitions ......................... .. ... ... .. ..... ... ... ... ..... ..... ...... .... .... .... 2
CHAPTER 2
The Literature Review .... .. .. ... ..... ........... .... .... ...... ...... ... ............. ... .... ...... .4
Definition and History of French Immersion Education in Canada ................... .4
People's Concerns About French Immersion .. .. ........... .. ... ...... .. .. .. .. ...... ... ... .5
Myths and Misconceptions About Second Language Learning ........................ 6
French Immersion Programs in Canada .. ..... ............ ............... .. ....... ..... .. ...7
Reasons why Children are Enrolled in French Immersion ............................... 8
French Immersion, 40 Years Later .... ....... .. .... ..... ........ .. ........ ........ ....... ..... .. 11
Summary .... .. .... ... .. ......... ... .... .... ...... ...... ... .. ... .. .. ... .. .. ...... .... ... .. .. ........ 12
CHAPTER 3
Methodology ....................................................................................... 14
Research Procedures ... ........ .... .... .... .. ...................... .... .. ...................... 14
Research Methodology ... .................... .... ..... .............. ... ... .......... ..... ...... 15
Research Population ............................................................................ 15

Instrumentation and Data Collection ... ... .... ...... ... .. ... .. ..... .... ... .... .. ... .. . ... ...... 15
Data Analysis ..... . ...... ... .. .... ... .. . .. . ..... .... ... ..... .. ........ .. ... ......... ...... ....... ..16
CHAPTER 4
Results ........ .. .. ..... ....... ... ... .... ... .. ........... ... ... .. ...... . ... .... .... . .. .. ..... .... .... 17
Descriptive Statistics ... .... .. ... .... ....... ... . ... ..... ... . .. .... ... ... .. ..... . ... ..... ...... ... 17
Presentation of Findings for School #1 : Austin Road Elementary School ... ... . .. 18
Age .. . ... ..... .... .. ... . .. ... ........ .. .... .. .. ... .... ........ . ... .... ... .. ... ... ... .. ... .... 18
Education ....... , . .... ....... .... .. . .. . ... ..... .. .... ........... ...... ...... .. ...... .... .. ...... 18
Reasons why parents chose to enroll their children at Austin Road
Elementary School ...... ... ... .... .. ... .... .... . .. . .. .. .... . ....... . . ..... .. ... .. .... .. 20
Reasons why parents chose to enroll their children at Austin Road
Elementary School compared to their level of education .... ... .. ... .... ... .. 20
Reasons why parents chose to enroll their children at Austin Road
Elementary School compared to their age ..... .. .. ... ......... ... .. . ... ... ... .. ..21
Summary for school #1 : Austin Road Elementary School. .. ... ... .... .... ... 23
Presentation of Findings for School #2 : Spruceland Eelementary School .... .. .. 24
Age ... ...... .... ... ..... ....... ......... .. .... ... ... .. ....... ... .. ....... . .. . .. .. ... .. .. ... . 24
Education .. . .... .. ..... .. ... .... .... ...... .... .. ... ... .. ... .... .... ....... ........ .. .... ... .... 25
Reasons why parents chose to enroll their children at Spruceland
Elementary School ........... ... .. .. .......... ... .. ....... ..... .. ..... .. ... ..... ....... 26

ii

Reasons why parents chose to enroll their children at Spruceland
Elementary School compared to their level of education .... ..... ... ... ...... 27
Reasons why parents chose to enroll their children at Austin Road
Elementary School compared to their age .. . ......... .... .. ............ .. ....... 28
Summary for school #2: Spruceland Elementary School ... .. .... .......... ..... 30
Presentation of Findings for School #3: College Heights Elementary School .... 30
Age .. .. ..... .. . ..... ... ... .................. ... ..... ... .. .. .... .. ...... ....... .... ... ... ...... 30
Education .... ... .. ........ .... .. . .. ...... ... ............. ............ .. ..... .. .. ........ ..... ... 31
Reasons why parents chose to enroll their children at College Heights
Elementary School ...... ..... ............ .. ... ............... .......... .. ... ... .. .... .. 32
Reasons why parents chose to enroll their children at College Heights
Elementary School compared to their level of education .. .... .......... ... .. 33
Reasons why parents chose to enroll their children at College Heights
Elementary School compared to their age ........... . .... ... .. .. ... .... ... ... ... 34
Summary of school #3: College Heights Elementary School. ..... .... .... .. 35
Summary of Reasons for all Three Schools ... ...... ..... .. ... .. ............... .... .. ........ 36
CHAPTER 5
Discussion and Interpretation of Results ...... .. ... .. .. ....... ... .... .. .... .... ...... ...... 38
Key Elements of the Study .. ..... .......... .... .......... .. .... ...... .. .. .......... .. ..... .. ... 39
Parents' level of education ... ....... ........... .... ... .... ..... .. .... ............... 39

iii

Parental Figure ........ .. .. ...... .. ..... .................. .... . ..... ...... ... . .... ... ... 40
Parents' Age ........... ..... .... ........ ..... ..... . ... ........ ..... .. ........ ......... .... 43
Reasons why parents enrolled their children in a French Immersion
program ..... ..... ... ... .................................................................... 43
To learn a new language ..................... .......... ..... ............. .... .. ...... .44
Better career opportunities ................................................. .45
Meet more challenges and high achievement ......... .... ............ .46
Travel opportunities ..... .. ........... ............. ... ... ... ..... ......... .... .48
Additional Comments Reported by Parents ...... ....... .. ..... . .. . ........ ... ..... .. .. .. 49
Limitations of the Study ......................................................................... 51
Summary ... ....... .. ..... .. .. ........ .. ... .. ..... ... ............. ........ ... ...... .. .. .... ........ 52
Areas for Further Research .. ........ .. ................... ........... ... ........ .. .. ..... ..... 52
Conclusion .. ....... ...... .... .. .... ...................................... .. ..... ... ........ ... ... . 53
References ......................................................................................... 55
Appendices .. .... ... .. . ... ......... .. ..... .. ............... ..... .... .... ... ............ ...... ... ... 58
Appendix A: Why was French Immersion Chosen for your Children ...... 58
Appendix B: Letter of Introduction I Confidentiality ..... .. ............... .. ..... 59
Appendix C: Consent Form .... ....... . ... ........... .... ....... .... ......... ... ... .. 60
Appendix 0: Letter of Permission from UNBC Research Ethics Board .,.61
Appendix E: Letter of Permission from the Prince George School District

.. . .. ............. ........ .... .................... .. ........................ .. .. ................ 62

iv

List of Figures
Figure 1 Scores on French-Language tests for early-French immersion , core
French, and native French graders ..................... .... ..... .. ......... 12
Figure 2 Parents who Chose to Enroll their Children at Austin Road Elementary
School by Age ....... ............................................................ 19
Figure 3 Level of Education of Parents who chose to Enroll their Children at
Austin Road Elementary School ............................................ 19
Figure 4 Reasons Why Parents Chose a French Immersion Program at Austin
Road Elementary School ...................................................... 21
Figure 5 Education Level, Parental Figure, and Reasons Why Parents Chose
French Immersion At Austin Road Elementary School .. .. ............ 22
Figure 6 Parent's Reasons for Choosing French Immersion by Age Group at
Austin Road Elementary School .... ...... .............. .... ................ . 24
Figure 7 Parents who Chose to Enroll their Children at Spruceland Elementary
School by Age ........... ... .......... ..... . ... ........... ................. .. .... 25
Figure 8 Level of Education of Parents who chose to Enroll their Children at
Spruceland Elementary School ............................................... 26
Figure 9 Reasons Why Parents Chose a French Immersion Program at
Spruceland Elementary School ..................................... .......... 27

v

Figure 10 Education Level , Parental Figure, and Reasons Why Parents Chose
French Immersion at Spruceland Elementary School ... .. .... ... .... ... 28
Figure 11 Parent's Reasons for Choosing French Immersion by Age Group at
Spruce land Elementary School .... ..... ... ... ... .... ... ... ... .... ..... ... .. .. . 29
Figure 12 Parents who Chose to Enroll their Children at College Heights
Elementary School by Age ... ..... .. ... .................. .. .... ... ..... .. ... ... 31
Figure 13 Level of Education of Parents who chose to Enroll their Children at
College Heights Elementary School .... .... .. .... ........ .. ........ .. .. .. .... 31
Figure 14 Reasons Why Parents Chose a French Immersion Program at College
Heights Elementary School .. . ... ...... ...... .. .......... .... ..... .. ....... .... 32
Figure 15 Education Level, Parental Figure, and Reasons Why Parents Ch-ose
French Immersion At College Heights Elementary School .... .. .... .. . 33
Figure 16 Parent's Reasons for Choosing French Immersion by Age Group at
College Heights Elementary School ...... .... .............. .... .. .. ...... .. .. 35
Figure 17 Summary of Reasons for all Three Schools .... .. ...... ... ...... .... .. ..... 37

vi

List of Tables
Table 1

Reading achievement 2000 ... ........ .... .... .... ..... .... ... ... ... .. .... ... .... .. 9

vii

1

CHAPTER 1
Introduction

For most kindergarten children , starting school is a very important moment
in their short life, a moment they have been waiting for. However, sometimes this
unique day, no matter how cherished and longed for, can also be very terrifying.
This is especially the case when this day marks the beginning of a new, long ,
and challeng ing journey: learning a brand new language. Truly, this is how some
students probably feel on their first day of school. That is, when they go to a
French Immersion school, their parents have chosen this program for them , filled
with good intentions, and hoping to give their children more opportunities by
learning another language and another culture. According to Krashen (2007) , this
choice is made for the children, but everyone in the house has to assume some
responsibility for it because children's cultural and linguistic experience in the
home is the foundation of their future learning and we must build on that
foundation rather than undermine it.
Introduction to the Problem

According to Canadian Parents for French (2007), and the University of
Michigan (2008), all French Immersion programs in Canada comprise the largest
alternative to the mainstream system, numbering 300,000 students across the
country. In addition, they indicate that a large number of children who are
registered

in

French

Immersion,

Intensive

French,

Core

French

and

Francophone programs do not speak French or understand little or no French
when they commence.

2
Research Questions to be Investigated

This study proposes to investigate the following two questions:
1) For what reasons do parents decide to enroll their children in a French
Immersion elementary school in Prince George?
2) Do socioeconomic status variables influence their decision to enroll
them?
Operational Definitions

For the purpose of this study, the following terminologies require specific
definition.
1. French Immersion Program: According to Bostwick (2004), French
Immersion is an approach to foreign language instruction in which the
usual curricular activities are conducted in a foreign language. This means
that the new language, French for this study, is the medium of instruction.
2. Core French: Core French is a basic program in French as a second
language where students study the language a minimum of 30-40
minutes per day (Ministry of Education, Government of British Columbia
2001).
3. Single-track program: When a school offers education in one language
only.
4. Dual-track program: When a school offers education in two languages.
5. Parental figure: A person who represents essential but not necessarily
ideal attributes of a father or mother and who is the object of the attitudes

3

and responses of an individual in a parent-child relationship. (Gage
Canadian Dictionary, 1991 ).
6. Phoneme: Any of a small set of units, usually about 20 to 60 in number,
and different for each language, considered to be the basic distinctive
units of speech sound by which morphemes, words, and sentences are
represented (Random House Dictionary, 201 0).
7. Socioeconomic Status (S.E.S.): S.E.S. will be defined as one's income,
educational attainment, occupational status, identity, age, and gender
(Demarest, Reisner, Anderson, Humphrey, Farquhar, and Stein, 1993).

4

CHAPTER 2
The Literature Review
Definition and History of French Immersion Education in Canada

French Immersion programs in Canada started more than 40 years ago in
the small town of St-Lambert, Quebec. On September 81h 1965, a small group of
devoted English parents registered their children in French Immersion at
Margaret Pendlebury School.
French Immersion started for many reasons. According to the article,
Survey of Canadian Attitudes Toward Learning (Canadian Council on Learning
2007), the main reason why French Immersion started was to allow Englishspeaking children to learn French and "become more competitive in Quebec's job
market". On the other hand, the article, Proud of Two Languages (Canadian
Parents for French, 2006) indicates that Anglophone parents wanted their
children to learn both languages and find out about Francophone culture.
According to Canadian Parents for French (2008), French Immersion
language programs are designed for children whose first language is not French
and who have little or no knowledge of French prior to entering the program.
They also describe how French Immersion programs provide students the
chance to achieve a level of bilingualism by the end of secondary school
graduation that enables them to work or pursue their education in college or
university in French.
According to the Canadian Council on Learning (2007), there are three
types of Immersion programs: Early, Middle, and Late Immersion. According to

5

L'enseignement en Immersion Frangaise, Early Immersion starts at a very young
age, as soon as Kindergarten, before language literacy learning. Middle and Late
Immersion start only later in the intermediate school program .
People's Concerns About French Immersion

According to King and Fogle (2006), parents encourage their children to
learn a second language because it brings together the parents' heritage
language and culture, it provides academic and cognitive advantages, and the
encouragement

of

cross-cultural

understanding

and

communication.

Furthermore, the authors indicate that even if second language acquisition may
result in a language delay, most children will benefit from being bilingual because
there are no studies that prove that bilingualism causes language disorders or
confusion. The authors also indicate that children can benefit more from reading
done in the second language than watching television; however, even if it helps
to develop cognitive skills, bilingualism does not lead to better academic
performance.
According to Early Advantage (2008), in the past, children who learn two
languages have been compared to those who learn just one. For example, Early
Advantages (2008) found that bilingual children could perform certain cogn'itive
assignments more accurately than could monolinguals. The same study showed
that bilingual children are more capable of sorting out intangible and ambiguous
information than are monolingual children. In the same article, Petitto (1997) calls
this increased mental flexibility and agility heightened computational analysis in

(

6

the brain . Petitto also indicates that the brain is not a "closed system" and that
the brain is not programmed to learn only one language.

Myths and Misconceptions About Language Learning in the Classroom
In an attempt to help teachers face unexpected realities when they teach a
new language to young children , Mclaughlin (1992) enumerates five myths or
misconceptions about language learning in a classroom.
1) Children learn a second language quickly and easily? According to the
author's research, there is no proof that young children will learn a language
quicker than will adults. Even if children socialize more easily, adults have better
"memory techniques. "
2) The younger the child, the more skilled he or she will be in acquiring a
second language? This myth is partly right if pronunciation is considered,
however, the author mentions that older children will learn better than will
younger children.
3) The more time students spend in a second language context, the
quicker they learn the language? The author found no evidence to support this
myth. In fact, he indicates that using the home language in the classroom Will
help students to obtain better grades and strengthen the ties between home and
the school.
4) Children have acquired a second language once they can speak it?
Mclaughlin indicates clearly that a child who speaks the language well but has
difficulties in writing or reading, has not yet acquired the second language.

7

5) All children learn a second language in a different way? Learning a
language is compared to any other kind of learning, it is different for every
individual and the teaching techniques have to be diverse to meet every kind of
learner.
In order to be able to support their children and help them to succeed with
their

homework,

the

article,

Why

Choose

French

(2006),

suggests

communicating often with the teacher, continuing to read to the child in English or
other language if mother tongue is different, facilitating access to a Bescherelle
verb book and a French dictionary, watching TV in French, and ensuring
encouragement and support of all academic efforts.
French Immersion Programs in Canada

Most French Immersion classes are taught in French until grade four when
English classes start and "students learn the same material that they would if
they were not enrolled in French Immersion" (University of Michigan, 2008).
According to the Ministry of Education, Government of Saskatchewan
1995, children have to become familiar with the phonemes of the French
language. These phonemes are the small sounds employed to form a word. By
using many strategies like body language, gestures, expressive tones, visual
supports, and repetitions, teachers who speak only in French will facilitate the
language acquisition. Teachers also support their curriculum by including themes
and songs that captivate students' attention and interests.
The article, French Immersion (Ministry of Education, Government of
Saskatchewan, 1995), states that by the end of secondary school, students will

8

have acquired a level of competency in French and in English and a level of
bilingualism high enough to be able to live and work in a French community.

Reasons why Children are Enrolled in French Immersion
According to Brehaut and Slevinsky (2002) , deciding to register a child in
French Immersion is a decision that can be made on behalf of or with the
children, but no matter how it is chosen, it is an "important academic choice for
the child 's educational career" (Brehaut & Slevinsky, 2002, p.1) . Because
Canada is multicultural, the decision to learn a second language can give
children , in a French Immersion program , countless benefits.
According to Statistics Canada (2004) , French Immersion students appear
to have better reading scores than do Non-Immersion students. Table 1 below
describes the average reading scores obtained by Immersion and NonImmersion students. The study reveals that students in French Immersion
perform considerably better in reading than do other students except in the
province of Manitoba. However, the author indicates that the fact that there are
more girls than boys registered in French Immersion programs might have
influenced the results.
According to Lessow-Hurley (2005), students learning a second language
will develop an appreciation and understanding of another culture because
teaching a second language is combined with culture; it is important for a teacher
to know and understand the culture surrounding the work environment in order to
avoid inequity or bias. Language and culture are indivisible and learning a
different language involves contacts with a new culture. Lessow-Hurley also

9

indicates that parents encourage their child to learn a second language because
it brings together their heritage language and culture.
Table 1: Reading achievement

Average Reading Scores
Immersion

N

~l

rs

Newfoundland and Labrador

608

510

Prince Edward Island

558

509

Nova Scotia

567

517

New Brunswick

550

495

Quebec

566

537

Ontario

570

533

Manitoba

533

533

Saskatchewan

570

529

Alberta

601

548

British Columbia

610

537

Source: Stat1st1c Canada 2008.

In addition, Foust (2003) states that young children who acquire a new
language have a natural way of absorption; they will perform better in math,
explore new cultures and heritage, and have better travelling skills.
According to Lawless (2009), learning a new language could help to
understand the one that is already spoken and make a third one easier to learn.
Similarly, Nutt (2009) indicates that it is common now for people to speak another
language than their mother tongue, and speaking a third language is becoming
popular. Nutt also indicates that it has been proven that those who are bilingual
are better able to learn a third language because they can make a distinction
between the two other languages by identifying grammar, spelling, vocabulary,
similarities between words, and sentence structures. The author also mentions

10
that it is easier to understand the rules of a third language and to practice the
third language outside of the classroom if a student has done this for a first and
second language.
According to Canadian Parents for French (2006), bilingual students will
find a job more easily than will monolingual students because 30 percent of all
job opportunities for federal public services require the ability to speak French
and English. They also indicate that going through a French Immersion program
increases academic, cultural, and career options and offers more employment
opportunities.
The Canadian Council on Learning (2007), states that French Immersion
programs help to strengthen students' problem-solving skills. Their research has
demonstrated that bilingual students have more cognitive advantages than
monolingual students and are able to solve problems, and understand complex
and abstract concepts more easily by concentrating on the facts without being
distracted.
Early Advantage (2008) compared children who learn two languages to
those who learn just one; bilingual children perform certain cognitive tasks more
accurately than do monolingual children. They also indicate that bilingual children
are more capable of sorting out intangible and ambiguous information.
Lawless (2009) encourages learning a foreign language to develop the
ability to communicate with other people when travelling or in our own community
and to help us to understand and accept other cultures. She mentions that a new
language can open the door to new people, ideas, careers and ways of

11

understanding the world. Moreover, learning a new language can also help
learners to understand the one that is already spoken and make a third language
easier to learn.

French Immersion, 40 Years Later
During the last 40 years, research has indicated that Anglophone students
registered in a French Immersion program succeed better in any kind of
elementary test than did students in a Core French program as part of the
mainstream system. In addition, students who went to Early French Immersion
had as much success as Native French students on writing and comprehension
tests (Canadian Council on Learning, 2007).
According

to The Canadian

Council

on

Learning

(2007),

French

Immersion programs have been called a "phenomenon" and "the great Canadian
experiment that worked"

(p. 2). The article indicates that students studying in

French Immersion show no differences in achievement scores in French and
English language, mathematics, science or social studies, compared to students
studying in English. The artiCle indicates that there are "no negative effects or no
differences in academic achievement" (p . 2).
In the early school years, because everything is taught in French, students
in French Immersion might have low results in English writing and reading.
However, those competencies will improve later as English will start to be taught.
This result is demonstrated in Figure 1, which compares French reading
comprehension,

French oral comprehension, and French oral production

12
vocabulary between students registered in Core French, Early Immersion, and
Native French.

0.9

0.8
0.7
0.6

0.5
0.4

0,3
0.2
0.1

0
French TCading
~r

l s

Fre-nc.h Ot'al
ootnpre'hena.ion

Frendi r~ p1oduction\'ootlbuh:lty

Source : Canadian Council on Learning 2007.

Figure 1: Scores on French-language tests for early-French Immersion,

core French, and native French fifth graders
Summary
According to research, French Immersion programs seem to be the best
method for developing bilingualism among Canadian children. In addition to
developing a second language and becoming familiar with a different culture,
children in French Immersion programs acquire writing and reading skills at a
higher than average level. They also succeed better in mathematics and science
than do children in unilingual school programs. This outcome might encourage
French Immersion children to continue in French at a higher level in education
because according to Canadian Council on Learning (2007), 51% of those
students will go to a French speaking university.
It appears that French Immersion programs met their objective and grew
quickly at the beginning. However, according to the Canadian Council on
Learning (2007), in order to continue to develop bilingualism and obtain more

13
significant results , French Immersion programs need to expand to substantially
increase rates of French-English bilingualism among Canadians. Consequently,
developing more French Immersion programs risk facing other challenges such
as finding qualified teachers. Due to a shortage of qualified teachers, school
districts in British Columbia have no spaces to register more students in their
French Immersion programs and have implemented a lottery system to avoid
parents lining up. The long-term solution to this problem is to expand
opportunities for post-secondary learning in French and opportunities for
teachers to develop French-language skills during their teacher preparation
(Canadian Council on Learning , 2007).

14

CHAPTER 3
Methodology

The purpose of this study is to understand parents' reasons for registering
their children in a French Immersion school in Prince George, British Columbia,
and if any socioeconomic status (S.E .S.) variables have influenced their decision
to do that rather than enroll their children in an English only school. It Will be
revealing to find out if the reasons to register children in an Immersion school are
linked to the parents' S.E.S. This result would be an important contribution to the
research knowledge on this topic. These findings might bring changes in the
school district's policies, help teachers to understand and cope with S.E.S.
variables in their classes, and guide parents in their choice to enroll their children
in French Immersion programs .
Research Procedures

This study collected data from parents who had their children in one of the
three French Immersion Schools in the city of Prince George, British Columbia.
Questionnaires were distributed to children by the administrators of each school
(see appendix A) and were attached to a consent form and a confidentiality letter
(see appendix B) . Participation was voluntary and involved no risks for any of the
participants . Once completed, the questionnaires were returned to the researcher
for analysis. The researcher collected data on age, education, parental figure,
and the reasons why parents chose a French Immersion program.
It is important to mention that no children were involved in this project and
that participants were given the researcher's contact information in the event that

15
they wanted more information or had questions. The names of participants did
not appear anywhere

~ the questionnaires or on any documents.

Research Methodology
Before the project began , I met with School District No. 57 to obtain
permission for the project. Once permission had been granted, I contacted
school administrators and met with them to discuss the methodology. Shortly
after meeting with the three principals, questionnaires were sent to every
student's home. An envelope to facilitate the return of completed questionnaires,
accompanied the questionnaires.
Research Population
The participants were the parents of school children attending a French
Immersion program in one of the three French Immersion schools in Prince
George: College Heights Elementary School, Spruceland Elementary School,
and Austin Road Elementary School.

These participants came from three

different areas of the city. College Heights is a subdivision located on the west
side of Prince George; Spruceland is located in the center of the city; and Austin
Road is located on the city's north side.
Instrumentation and Data Collection
The research instrument was a questionnaire that I developed. The
administrators of each school agreed to send the questionnaires and permission
forms to the parents of children in the Immersion program at their schools. The
questionnaires were sent to the participants in the fall of 2009 and took
approximately five minutes to complete. Data were collected between November

16
and December 2009 and the results of each survey were recorded in a table.
The entries in the table included a family S.E.S. profile: the parents' ages, level of
education, occupational status, and the reasons why they registered their child in
a French Immersion program .
Data Analysis
An Excel Program was used to analyze results of the findings. Once the
data was analyzed, they were securely stored in my house.

17
CHAPTER 4
Results

This chapter presents the research findings and is organized by three
schools: (1) School #1: Results for Austin Road Elementary School; (2) School
#2: Results for Spruceland Elementary School; (3) School #3: Results for College
Heights Elementary School. The results for the survey for the three schools are
described individually. Each school description is divided into five sections: age,
education, reasons why parents have chosen to enroll their children in a French
Immersion school, reasons why parents have chosen to enroll their children in a
1

French Immersion program compared to their level of education, and reasons
why parents have chosen to enroll their children in a French Immersion program
compared to parents' age. A summary for the school follows the description. This
chapter also contains two additional sections . The first section presents
comments reported by parents at all three schools. The second section gives a
summary for all three schools of reasons why parents chose to enroll their
children in a French Immersion school. Schools one to three report their results
with the use of histograms for the purpose of describing the variables of age and
level of education of the parents whose children attend one of the three schools.
Descriptive Statistics

This survey research had access to a sample of 433 families living in
Prince George, British Columbia who had one or more children attending one of
the three schools where a French Immersion program was offered. Qut of a
possible 100 families at Austin Road, 143 families at Spruceland, and 190 at

18

College Heights Elementary School, a total of 256 surveys were filled out and
returned. This represents 65% of the population at Austin Road, 66% at
Spruceland, and 50% at College Heights.
Presentation of findings for School #1: Austin Road Elementary School
Age:
The first S.E.S. variable that was examined was the age of the parents
who responded. The results indicate (see figure 2), that 3% of parents who have
chosen to enroll their children in a French Immersion program at Austin Road
Elementary School were between the ages of 20 and 25 years old, 8% were
between the ages of 26 and 30 years old, 17% were between the ages of 31 and
35 years old, 18% were between the ages of 36 and 40 years old, 14% were
between the ages of 41 and 45 years old, 5% were between the ages of 46 and
50 years old, and 1% were between the ages of 51 and 55 years old. There were
no parents older than 56 years of age with children attending this school. Results
indicate that the majority of parents who chose to enroll their children at this
school were between 36 and 40 years old .
Education:
The second S.E.S. variable that was studied was parents' level of
education. Figure 3 indicates that 31% of parents who have chosen to enroll their
children in a French Immersion program at Austin Road had a university degree
compared to 18.5% who had a college degree and 11% who finished high
school. Parental figures (mother/father) were also examined. Figure 3 also

19
indicates th at the percentage of mothers who went to college and university was
higher than fathers .
20
18
16
14

12 - - - -

:::R
0

10

-

8
6
4

2
0

----.

r---

-

-

-

-- -

-

r---

-

• Austin Road

-

I--

-

r---

-

-

•

I

I

--,

20-2526-3031-3536-4041-4546-5051-55 56+

Age

Figure 2 Parents who chose to enroll their children at Austin Road Elementary
School by age

35
30
25
:::R
0

20

15

• Mother Austin Road

10

• Fatl1er Austin Road

5
0

High School

College

University

Level of Education

Figure 3 Level of education of parents who chose to enroll thei r children at Austin
Road Elementary School

20
Reasons why parents have chosen to enroll their children at Austin Road
Elementary School:
The survey asked participants to indicate their reasons for enrolling their
children in a French Immersion program . Parents had a choice of 11 reasons,
(see figure 4) and could choose more than one. The survey also contained an
open section for additional comments.
The results indicate (see figure 4) that for 8% of parents who have chosen
, to enroll their children in a French Immersion program at Austin Road , the reason
was for their children to regain their language and their French roots. For 60% of
parents , it was to learn a new language; for 8% to regain thei r French culture ; for
28% to learn about a new culture ; for 52% to have more job opportunities; for
32% to provide their children with more opportunities to travel in foreign
countries; 7% thought that French Immersion had better teachers; 11% thought
that French Immersion had better programs; for 48%, it was to give their children
more challenges ; 38% associated their choice with higher achievement, and 28%
chose

a

French

Immersion

program

because

it was

offered

in

their

neighbourhood.
Reasons why parents chose to enroll their children in a French Immersion
program at Austin Road Elementary School compared to their level of education :
The reasons why parents chose to enroll their children in a French
Immersion program at Austin Road Elementary School were compared to their
level of education and parental figures were also examined (see figure 5) . These
reasons were also rated according to parents' level of education. Parental figures

21

that had a university degree were compared to other parental figures having a
college or _a high school degree. Figure 5 indicates that all parents in all .
education levels thought that acquiring a new language, getting a better job, and
giving more challenges to their children were _the three most important reasons
for choosing French Immersion. The fourth most important reason was their
perception that French Immersion programs were associated with higher
achievement.
70

-y----------------------

60

-r--·---

·----------------------------------------·--

50 - - - - 40

-1 - - -lt.J--- - - -

30

-1---

20

+--

-

--

-

--

--

1-

•

Austi n R o ad

R _easo.n s

Figure 4 Reasons why parents chose a French Immersion program at Austin
Road Elementary School
Reasons why parents chose to enroll their children in a French Immersion
program at Austin Road Elementary School compared to their age :
The researcher also examined the reasons why parents chose French
Immersion at Austin Road Elementary according to age group. Results indicate
that 17.5% of parents of children attending French Immersion at Austin Road
were between 31 and 45 years old . As indicated in figure 6, the results indicate

22

that according to their age group , parents who chose to enroll their children in a
French Immersion program at Austin Road did so for different reasons.

35
30
:::R
0

25

---~-------------------------

f

---~~~~------------------------

20 +----::ID-------*'·1 1------------iff----15 +--t.H!t---.,--ii!m--.,-- --iH!:f-itwt-.-""

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liii High School Mothers

Ill High

~ l Fathers

W College Mothers

Iii College Fathers
Iii! University Mothers

llill University Father-s

-~

::c:

Reasons

Figure 5 Education level, parental figure, and reasons why parents chose French
Immersion at Austin Road Elementary School
The 20 to 25 age group, which represents 3% of the population, gave
more importance, by order, to acquiring a new language, having better job
opportunities, and for more travel opportunities. Parents in age group 26 to 30 ,
8% of the population, gave more importance to learning a new language, having
better job opportunities, and having more challenges. Parents in age group 31 to
35 years of age, 17% of the population, thought that enrolling their children in a
French Immersion program was going to give their children better job
opportunities, learn a new language, and gave the same importance to travel
opportunities, higher achievement, and more challenges. Parents in age group
36 to 40, 18% of the population, linked French Immersion with learning a new

l

23

language, better job opportunities, and higher achievement. Parents in the 41 to
45 years of age group, 14% of the population , thought that their children would
learn a new language, have more challenges, and gave the same importance to
higher achievement and job opportunities when they enrolled their children in a
French Immersion program . Parents in age group 46 to 50 , 1% of the population,
chose French Immersion for their children to learn a new language, have better
job opportunities , and have more challenges. Parents in age group 51 to 55, 1%
of the population , clearly indicated the opportunity to learn a new language and
gave little importance to the others reasons . At Austin Road Elementary School ,
no parents older than 56 years of age had children enrolled.
Summary for school #1 : Austin Road Elementary School
This first section has presented the findings for Austin Road Elementary
School. A review of the 65 surveys that were completed and returned showed
that 17.5% of participants were between 31 and 45 years old , 31% had a
university degree, 18% had a college degree, and 11% had a high school
diploma.
After comparing the S.E.S. variables of age and education level to the
reasons parents chose French Immersion for their children, the findings clearly
showed that parents in every age group and at all education levels chose French
Immersion because they felt it was important for their children to learn a new
language, to have better job opportunities later in life, to give them more of a
challenge, and to become higher achievers. In addition, some parents added that
they chose French Immersion hoping that the program would improve their

24

children's linguistic abilities and that they would learn additional languages more
easily in the future .
'

20

t

18
16
14-

12

#-

10
8

6
4
2
0

u'

'"'2 0 ·-25

~

'IL

.IYh

II 1b .dI Ullh
J

... 26-30
... 31-35

1-J.

I
lh d til • lib
~

lliiif 36-4·0

u

4-1-45

.., 46-50

w 51-55
-. 56-t-

n .e..:.sons

'- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - · ----

Figure 6 Parents' reasons for choosing French Immersion by age group at Austin
Road Elementary School
Presentation of findings for School #2: Spruceland Elementary School
Age:
The first S.E.S. variable studied for Spruceland Elementary School was
age. Figure 7 indicates that 4% of parents who had one or more children
attending Spruceland Elementary School in French Immersion, were between the
age of 20 and 25 years old, 12% were between the age of 26 and 30 years old,
23% were between the age of 31 and 35 years old, 35% were between the age
of 36 and 40 years old, 17% were between the age of 41 and 45 years old, 6%
were between the age of 46 and 50 years old , and 1% between the age of 51
and 55 years old. No parents older than 56 years of age had children attending

..

25

this school. Results indicate that the majority of parents who chose to enroll their
children at this school were between 36 and 40 years of age.

40

~------------------------------

35 + - - - - - - 30 + - - - - - - - - - - 25 + - - - - - - - 15 + - - - - -

• Spruce! and

10 +-----5 +-----0
20 -25 26 -30 31-35 36-40 41-45 46-50 51-55 56+
Age

Figure 7 Parents who chose to enroll their children at Spruceland Elementary
School by age
Education:
The second S.E.S. variable studied was parents' level of education. Figure
8 shows that 43.5% of parents had a university degree, 36.5% had a college
degree, and 12.2% had finished high school. As for parental figures, Fi·gure 8
clearly indicates that the percentage of mothers who went to college is higher
than the fathers' percentage; the percentage of fathers and mothers who went to
university is similar, and 11% of fathers compared to 14% of mothers graduated
from high school.

26

45
40
35
30
::R

0

25
20

• Mother Spruceland

15

• Father Spruceland

10
5
0
High School

College

University

Level o f Education

Figure 8 Level of education and parental figure of parents who chose to enroll
their children at Spruceland Elementary School
Reasons why parents chose to enroll their children at Spruceland Elementary
School:
In the survey, parents had a choice of 11 reasons, and could choose more
than one. The survey also contained an open section for additional comments.
Figure 9 indicates that 10% of parents chose French Immersion for their children
to regain their language and their French roots , 90% to learn a new language,
12% to regain their French heritage, 41% to learn about a new culture, 90% to
have more job opportunities, 55% to give opportunities to travel in foreign
countries, 3% thought that French Immersion had better teachers, 2% thought
French Immersion had better programs, 53% thought they provided more
challenges for their children, 41% associated it with higher achievement, and
13% chose it because the program was offered in their neighbourhood.

27
:1.00

- ·-·--------··--·· - - - - - - - - · - · - - - · · - - - - - - - - - - - - - - - -

90

80
70

~

60

-----·------~ ~-----------------

40

---Er-------N--;

-------~-------

- ------~--~-;

-------- --

30

--·

so

20 :10

o

-

r----- - - - · ----- - - - f--

·~- ---~·

-----

. f-- 1- -D--------a--a- - - -

-

•

~

l

---~--~--- -·-··----· .._,

.R easons

Figure 9 Reasons why parents chose French Immersion program at Sprucelarid
Elementary School
Reasons why parents chose to enroll their children in a French Immersion
program at Spruceland Elementary School compared to their level of education :
The reasons why parents chose to enroll their children in a French
Immersion program at Spruceland Elementary School compared to their level of
education and parental figure were also examined. The reasons were also rated
according to parents' level of education . Parental figures that have a university
degree were compared to other parental figures having a college or a high school
degree.
All parents, regardless of parental figure, considered that acquiring a new
language and having better job opportunities were the two most important
reasons for choosing

French

Immersion. Greater challenges and travel

opportunities were equally placed in the third position. The fourth most important
reason was linked to higher academic achievement.

28
45

40
35

~

30
25

fU

uf.ll

20

15
10

Eil High School Mothers

5
0

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0
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0.0
~

Q.J

0.0

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5'o ·c:
c::
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1.4 College Mothers

Iii College Fathers

D University Mothers
U University Fathers

;c

Reasons

•- - - - - - - - - - -----------------·-·--------------------

Figure 10 Education level, parental figure and reasons why parents chose
French Immersion at Spruceland Elementary School
Reasons why parents chose to enroll their children in a French Immersion
program at Spruceland Elementary School compared to their age:
The researcher also examined the reasons why parents chose French
Immersion at Spruceland Elementary according to age group. At Spruceland
Elementary school, 35% of parents of children attending French Immersion were
between 36 and 40 years old . As indicated in figure 11, results indicate that
according to their age group, parents who have chosen to enroll their children in
a French Immersion program at Spruceland gave importance to different
reasons.
The age group 20 to 25 represented 4% of the population . This group
gave more importance, by order, to better job opportunities, acquiring a new
language, and having more challenges. Parents in age group 26 to 30, 12% of
the population, gave more importance to learning a new language, and th·e same
importance to obtaining

~

r jobs and travelling in foreign countries. Parents in

29
age group 31 to 35 years of age, 23% of the population, thought that enrolling
their children in a French Immersion program was going to give better job
opportunities to their children; they would learn a new language, and have more
challenges if they were enrolled in French Immersion. Parents in age group 36 to
40, 35% of the population, and 41 to 45, 17% of the population, linked French
Immersion with learning a new language, and having better job and travel
opportunities. Parents in age group 46 to 50,6% of the population, chose French
Immersion for their children to have better job opportunities, learn a new
language, and gave the same importance to having more challenges and travel
opportunities. Parents in age group 51 to 55, 1% of the population, indicated the
opportunity to learn a new language, have better job opportunities, and regain
their French roots as significant reasons. Finally, no parents older than 56 years
of age had children enrolled at Spruceland Elementary School.

35

30

---~------~--------------------

25

-·--~--------~~-------------------

zo

---~-----~~~--~---------------

].5

-t-

---1 111--- - - -l;----;l!-- -l;--- --- - - ----------- - -

... :20-25
... 2 6 - 3 0
... 31<35
... 3"6-40
--

·~-

a 4-6 -S O
...,. 51-SS

'( t . e a SO IIIS

Figure 11 Reasons for choosing French Immersion at Spruceland Elementary
School by age group

--------

30

Summary for school #2 : Spruceland Elementary School
Section two has presented the findings for the second school. A review or
the 95 surveys that were completed and returned from Spruceland Elementary
School showed that 35% of parents of children attending French Immersion were
between 36 and 40 years, 43.5% of parents had a university degree, 36.5% had
a college degree and 12.2% had a high school diploma.
After comparing the S.E.S. variables of age and education to the reasons
why parents of Spruceland Elementary School chose French Immersion for their
children , the findings clearly showed that parents in every age group and at all
education levels chose French Immersion for their children first to learn a new
language, second to have better job opportunities later in life, and third to give
them more challenges and obtain higher academic achievement.
Presentation of findings for School #3 : College Heights Elementary School
Age:
The first S.E.S . variable examined at College Heights Elementary School
was age group. Figure 12 indicates that 0% of parents were between the age of
20 and 25 years old, 2% were between the age of 26 and 30 years old , 16%
were between the age of 31 an 35 years old , 43% were between the age of 36
and 40 years old, 28% were between the age of 41 and 45 years old, 9% were
between the age of 46 and 50 years old, 3% were between the age of 51 and 55
years old, and only 1% were older than 56 years of age had children attend ing
this school. Results indicate that the majority of parents who chose to enroll their
children at this school were between 36 and 40 years of age.

31

50
45
40

-,

35
30
:::R
0

-

25
20
15
10

-

-

f--

• College Heights

-

·--·--·-·-·--·------

--

5
0

20-25 26-30 31-35 36- 4041-45 46-5051-55 56+
Age

Figure 12 Parents who chose to enroll their children at College Heights
elementary school by age
Education:
The second S.E.S. variable studied was parents' level of education . Figure
13 indicates that 59.5% of parents had a university degree compared to 22 .5%
who had a college degree and 17.5% who graduated from high school. As for
parental figure, 73% of mothers and 48% of fathers went to university.

80
70
60

so
#-

40

30

•

20

• Fa·thet· College Heights

Moth er College '·Heights

~

0

.H .igh

School

Co.llege

Un i versity

Leve·l of :Education

Figure 13 Level of education and parental figure of parents who chose to enrol
their children at College Heights Elementary School

32

Reasons why parents chose to enroll their children at College Heights
Elementary School:
The reasons why parents chose French Immersion at College Heights for
their children were also examined. In the survey, parents had a choice of 11
reasons, and could choose more than one . The survey also contained an open
section for additional comments .
Figure 14 indicates that 7% of parents chose French Immersion for their
children to regain their language and their French roots, 89% for their children to
learn a new language, 9% to regain their French culture, 47% to learn about a
new culture, 88% to have better job opportunities, 61% to give opportunities to
travel in foreign countries, 5% thought that French Immersion had better
teachers, 12% thought that French Immersion had better programs, 55% for their
children to have more challenges,

~ associated

it with higher achievement,

and 25% thought it was important that the program was offered in their
neighbourhood.

].()0

.

90
80
70
60

~

so
4-0
30

20

•

:1. 0

Co ll.cgc h cigh"t:"s

k e a s on. s

Figure 14 Reasons why parents chose French Immersion program at College
Heights Elementary School

33

Reasons why parents chose to enroll their children in a French Immersion
program at College Heights Elementary School compared to their level of
education:
The reasons why parents chose to enroll ·their children in a French
Immersion program at College heights Elementary School were compared to
their level of education and parental figure (see figure 15). Parental figures that
have a university degree were compared to other parental figures having a
college or a high school degree. All parents reported that acquiring a new
language and giving better job and travel opportunities to their children were the
three most important reasons for choosing French Immersion. The fourth most
important reason was clearly associated equally with more challenge and higher
achievement.

70

60
50
40 1 - - - - U - · U - - - - - ' i h r r - l t l - - - - - - - - - iii High School M

30
20

1.1 College M
~ ~----~

~~~~~-

li.il University M

10

liif High School F

0
QJ

Q)

"'s:::
G:o

.s
·.:

-'I

..c
u

bJ)

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:;
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z

bl)

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,__

:::>

·'-'

::r:

d

s:::
Q)

z

Q)

'-'

~

~

... ·c"' ..c1'3
·-v.

"
-~

:::

.n
E._ f

':C·

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> ,e. ro
E ,_ ~
:§E-- cs:: '-'
s::

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=:c =5 ::2 ~
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Q)

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Figure 15 Education level, parental figure and reasons why parents chose
French Immersion at College Heights Elementary School

34

Reasons why parents chose to enroll their children in a French Immersion
program at College Heights Elementary School compared to their age group:
The researcher also examined the reasons why parents chose French
Immersion at College Heights Elementary. According to age group, 43% of
parents of children attending French Immersion at College Heights were between
36 and 40 years of age. As indicated in figure 16, findings show that according to
their age group, parents who have chosen to enroll their children in a French
Immersion program at College Heights gave importance to different reasons.
At College Heights Elementary School, no parents between 20 and 25
years of age had children enrolled. Parents in age group 26 to 30, 2% of the
population, gave more importance to learning a new language, having better job
opportunities, and to higher achievement. Parents in age group 31 to 35 years of
age, 16% of the population, thought that enrolling their children in a French
Immersion program was going to offer better job opportunities. Importance was
also given to learning a new language and bringing more challenges. Parents in
age group 36 to 40 years, 43% of the population, linked French Immersion with
learning a new language, having better job opportunities and opportunities to
travel in foreign countries. Parents in the 41 to 45 years of age group, 28% of the
population, thought that their children would have better job opportunities, learn a
new language, and new culture . Parents in age group 46 to 50 years, 9% of the
population, chose French Immersion for their children to learn a new language,
have a better job, and more challenges. Parents in age group 51 to 55 years, 3%
of the population, clearly indicated that the first reason why they enrolled their

35
children in French Immersion was to give them more challenges. They also gave
the same importance to learning a new language, having better job opportunities,
attaining higher achievement, attending neighbourhood school, and learning
about a new culture. Parents older than 56 years of age, 1% of the population,
·gave the same importance to job opportunities , a new culture, travel to foreign
countries, more challenges, and higher achievement.

so
45
40

-r------

35
30
~

... 20-25

25

... 26-30

20

..... 3 .J..-35

1 .5
:1.0

5
0

JL ...

""3 6 -4- 0

....

1

[1. 1 ~-

,

UL

l

tit J it J_ tl., .H.,

4-1-4-5

koil 46-50

.... 51-55
... 56+

Reasons

Figure 16 Reasons for choosing French Immersion at College Heights
elementary by age
Summary of school #3: College Heights Elementary School
This section has presented the findings for the third school. Overall, the 96
surveys that were completed and returned indicated that 43% of parents were
between 36 and 40 years old, 59.5% of the parents had a university degre·e,
22.5% had a college degree and 17.5% had a high school diploma.

--------- - - - - - - - - -

__________ ____
,

36

After comparing S.E.S. variables of age and education level as to the
reasons why parents chose French Immersion for their children, the findings
clearly showed that parents in every age group and at all education levels chose
French Immersion first for their children to learn a new language, second to have
better job opportunities later in life, and third to give them more challenges and
obtain higher achievement.
Summary of reasons for all three schools
This last section presents a summary of reasons that the parents chose
French Immersion for their children, for all three schools. This summary indicates
(see figure 17) that 79.5% of parents for all three schools surveyed chose to
enroll their children in a French Immersion school because they wanted their
children to learn a new language.
These results also indicate that 76 .3% of parents who chose French
Immersion for their children thought that their children would have better job
opportunities, 51.5% felt that their children would have more challenges in a
French Immersion program, 49.3% believed that it would give their children more
travel opportunities, and 46% of parents associated French Immersion with
higher achievement. Figure 17 also indicates that 22% of parents gave
consideration to the fact that the program was offered in a neighbourhood school,
9% wanted to regain their French heritage, 7.3% thought French Immersion had
better programs, 9% because of their French roots and 3% thought that teachers
in a French Immersion school were better teachers.

37

• Austin Road
• Spruceland
• Coll ege h e ights

Figure 17 Summary of reasons for all three schools

38

CHAPTER 5
Discussion and Interpretation of Results

This chapter discusses the findings and limitations of the study, the
contribution to School District #57 as well as the individual schools that
participated in this study, areas for further research, and concluding remarks.
This study investigated the reasons that parents send their children to a
French Immersion school in Prince George, British Columbia. Variables such as
parental figure , level of education, and age were investigated to see how they
influenced parents' decision to enroll their children in a French Immersion school
rather than an English only school. The study surveyed 256 families who had
children attending one of Prince George's three Immersion schools. Parents
were asked to complete a five-minute questionnaire (see appendix A) on their
reasons for sending their children to a French Immersion school. Questionnaires
were attached to a consent form and included a confidentiality letter (see
appendix B). Once completed , responses to the questionnaires were returned to
the researcher for analysis.
In the next section , the key elements of the analysis - parents' level of
education, parental figure, parents' age, and reasons why parents enrolled their
children in a French Immersion program,- are interpreted and discussed.

39

Key Elements of the study
Parents' level of education

The National Center for Education Statistics (2000) indicates that parents'
education is a more significant reason than family income in determining whether
or not parents will be involved in their children's education . The less education
mom and dad have, the less likely they are to be involved . In regard to this study,
when adding all the participants of every family, the findings on education for
parents at all three schools indicated the sum of 82 participants who had finished
high school, 152 who had a college degree, and 264 who had a university
degree. Percentages of the parents at Austin Road and Spruceland who finished
high school and/or college were similar. However, at College Heights, the results
indicated that 30% more mothers than fathers had a university degree. This is
con,trary to Statistics Canada's findings (2006), in that only 30% of the population
in Prince George had finished high school , 15% had a college degree, and 13%
had a university degree. It is also important to note that 25% of the adult
population in Prince George did not finish high school (Statistics Canada, 2006).
Considering that the majority of the population in this study has

a

university degree, it seems that parents who enroll their children in a French
Immersion program in Prince George have a higher level of education than the
majority of Prince George's population . This suggests that French Immersion
parents in Prince George may be more involved with their children's education
both at home and at school than are the parents of Non-Immersion students.

40

According to Statistics Canada (2008) , students in French Immersion programs
tend to come from a higher socioeconomic background than do Non-Immersion
students . However, Canadian Parents for French (2006) note that a French
Immersion program is not a program that is only for privileged children of upperclass families . On the contrary, children registered in French Immersion usually
come from all social and economic backgrounds . The results of this study may
suggest that parents with a high level of education may have higher expectations
for their children than do parents with a low level of education, especially when
both parents have similar levels of education.
In summary, this survey supports the findings of the National Center for
Education Statistics (2000) in that higher levels of education may be a significant
factor at becoming increasingly involved with their children's education, and
thereby facilitating their ability to acquire and model social skills and problemsolving strategies. This study therefore suggests that students enrolled in French
Immersion programs are more likely than Non-Immersion students to have
parents with a postsecondary education that play an active role in their languagelearning performance and provide them with enhanced encouragement to
succeed .
Parental Figure

The first key element of this study is parental figure . This section describes
the father's and/or the mother's responses.

Interestingly enough, these

responses showed that 79% of students in French Immersion in Prince George
came from Anglophone families who lived in the neighbourhood of one of the

41

three schools . This survey also indicated that 61% of the time, both parents
jointly made the decision to enroll their children in a French Immersion program .
When only one parent made the decision , it was the mother who made the
choice. This is supported in the literature by the Ministry of Education of
Manitoba (2009) , which indicates that parents are concerned about their
children's future and that parental involvement is a significant indicator of student
achievement and that such involvement leads to academic success, This
research suggests that parents enroll their children in a French Immersion
program because they feel that it will benefit their children's education.
In addition , children enrolled in a French Immersion program in Prince
George came from families who already spoke another language other than
English at home. The results indicated that 30% of the families that participated
in this study spoke another language at home such as: Italian, Portuguese,
Flemish, Chinese, Dutch ; German , Japanese, Spanish, Russian, Croatian , and
French . This suggests that parents in Prince George enrolled their children in a
French Immersion program not only to learn a second language, but also to learn
a third one. In fact, Brinton , Kagan, & Bauk (2008), note that children in French
Immersion programs come from families whose heritage may be Chinese,
Japanese, German, and Ukrainian. It seems that the French Immersion program
attracts and benefits students coming from more diverse backgrounds than do
students from monolingual families. Nutt (2009) agrees with that notion and adds
that bilingual children who are learning a third language are more likely than
monolingual children to have a better understanding of how the third language

42
works by being able to recognize the similarities regarding grammar, spelling,
and vocabulary, as well as identify similar words, phrases, and sentence
structures. Nutt also notes that French Immersion students are more likely than
monolingual students to practice the third language outside of the classroom
because their self-confidence is increased.
Furthermore, Canadian Parents for French (2006) mentions that 65% of
parents agree that learning French will allow students to understand FrenchCanadian culture. However, findings of this study indicate that parents showed
little interest in learning a new culture. Instead, parents were more interested in
their children learning a new language. Perhaps parents took for granted that
their children would learn about the French culture at the same time. According
to Lessow-Hurley (2005), students learning a second language will develop an
appreciation and understanding of another culture because teaching a second
language is combined with that language's culture. Canadian Parents for French
(2006) indicate that knowing another language and culture allows the chance to
see someone's own culture from an outside perspective. In contrast, a
monolingual, monocultural understanding of the world limits one's point of view.
In regard to occupation, the findings of this study showed that 75% of
Prince George French Immersion parents were employed in health, trade,
finance, social, and education domains. These findings suggest that French
Immersion students may come from families with higher socioeconomic status
including having more financial, social, and educational support than families of
monolingual students. This is supported in the literature by Canadian Attitudes

43

Toward Learning (2007) , which indicates that parents with higher incomes are
twice as likely as lower income parents to enroll their children in a French
Immersion program . The same report mentions that children enrolled in a French
Immersion program come from

higher socioeconomic backgrounds than

monolingual children .
Patents' age
The findings for all three schools indicate that the participants were
between 25 and 56 years of age and 82% of participants were between 31 and
45 years of age. According to Statistics Canada (2006) , the average age of the
population in Prince George is 36 .5 years old. The majority of parents who have
children registered in a French Immersion program from this study correspond to
that age group.
There are fewer parents under the age of 30 and over the age of 46 with
children in French Immersion. This study suggests that because French
Immersion parents are more educated than are Non-Immersion parents, they
may have chosen to have children later in life. For example, after finishing their
postsecondary studies .
Reasons why parents enrolled their children in a French Immersion
program
The results for the three schools indicated that there were four central
reasons why parents enrolled their children in a French Immersion program: (1)
to give their children the opportunity to learn a new language, (2) to have better
job

opportunities,

(3)

to

meet more

challenges

combined

with

hi'gher

44
achievement, and (4) to have travel opportunities . These are discussed in the
following sections by their order of importance.
To learn a new language

Similar to the Canadian Parents for French , when they lobbied for French
Immersion schooling 40 years ago , the most important reason why Anglophone
parents in Prince George chose a French Immersion program was because they
wanted their children to learn a new language. Parents felt that this would open a
whole new world of opportunities for their children. In the same vein , the Ministry
of Education of Manitoba (2009) agrees that a French Immersion program makes
it possible for children to learn both official languages at a young age . In fact, by
the time French Immersion students have completed their secondary schooling ,
they have acquired a level of bilingualism to function and work in a Frenchspeaking environment or even go to a French speaking college or university. At
the same time, French Immersion students continue to learn English and
develop:
1. Knowledge in specific areas
2. Vocabulary
3. Grammar and writing skills
4. Confidence in their language skills
In Canada, French Immersion programs are designed for native speakers
of the majority language (English) to become fluent in a minority language,
French. Therefore, it appears that participants from this study chose a French
Immersion program because it can significantly improve a child 's ability to speak

45

the French language with no detriment to their English language skills. Indeed ,
Bournot-Trites (2002) states that learning a second language has a positive
impact, enriches, and enhances intellectuality. Allen (2006) adds that it is
estimated that between 60 and 75 percent of the world is bilingual, and bilingual
education is a common approach used all over the world. It may be implemented
in different ways for majority and/or minority language populations, and there
may be different educational and linguistic goals in different countries. This is
supported by Mclaughin (1992) , who states that learning a language is like any
other kind of learning: it is different for every individual and the teaching
techniques have to be diverse to meet every kind of learner. It appears that
parents are aware that French Immersion programs are effective in that their
children can develop language-learning skills that can be applied to many
academic subjects and life experiences.
Better career opportunities
Another reason why parents chose a French Immersion program was to
give their children the tools to be able to access better jobs later in life. Clearly,
89% of the participants in this study felt that French Immersion programs provide
their children with additional career opportunities. More than one language is a
benefit to career development and will give children a competitive advantage in
,.)

the job market. This is supported in the literature by Canadian Parents for French
(2006), which states that bilingual students will find a job more easily because 30
percent of all job opportunities for federal public services require the ability to
speak French and English . Lawless (2009), alludes to the fact that speaking

46
more than one language will increase marketability because employers tend to
prefer candidates who speak one or more foreign languages. Similarly, Mullen
(2006) states that the world is becoming more dependent on technology, the
need to hire bilingual workers grows, and many government offices look to hire
people who are bilingual. At times, businesses are looking only for people who
can speak two languages fluently and hiring a person who speaks more than one
language gives a business an extra advantage. Mullen also adds that even if
there is a bigger need for bilingual employees in certain parts of the country,
these jobs can be found almost anywhere.
Meet more challenges and high achievement

The third most important reason why parents in this study chose a French
Immersion program for their children is because they felt that in a French
Immersion program there would be more challenges. The results showed that
more than 55% of the parents thought that learning a new language was linked to
higher achievement. This notion is supported by Statistics Canada (2004), which
indicates that French Immersion students appear to have better reading scores
than do Non-Immersion students. In addition, Early Advantage (2008), states that
children who learn two languages can often perform certain cognitive tasks more
accurately than can monolinguals and they are more capable of sorting out
intangible and ambiguous information.
Consequently, a number of factors may contribute to the high achievement
of students iil French Immersion. According to this study, relative to parents of
Non-Immersion students, the parents of Immersion students are generally from

47
higher socio-economic backgrounds, more likely to have a postsecondary
education, and have a professional occupation. Statistics Canada (2008)
supports the idea that there is a strong relationship between high student
achievement and family S.E.S. Families with a higher S.E.S. background add to
the high achievement of students in French Immersion programs by providing
them

with

various

resources

to

support

their

children's

development.

Consequently, French Immersion students are more likely to be better prepared
when they enter school than are Non-Immersion students. When S.E.S
background is taken into account, the results of this study suggest that French
Immersion students are more likely to perform better in school and become
higher achievers than are Non-Immersion students. According to Canadian
Parents for French (2006), French Immersion programs draw the following
benefits:
1. Develop their listening skills, focus, and concentration
2. Learn organization, self-discipline, and resourcefulness
3. Increase cognitive abilities to understand complex and abstract
concepts
4. Enhance their ability to communicate in their first language
5. Acquire a third or fourth language much easier
6. Strengthen their problem-solving skills
7. Learn tolerance, insight, and understanding of other cultures
Additionally, Manitoba Ministry of Education (2009), notes that when
French Immersion students are taught math and science, they develop their Skills

48

1n French as well as developing the dimensions of numeracy and scientific
thinking. The literature clearly indicates that French Immersion students show
advantages in reading and writing skills, but their bilingualism may also positively
influence their performance in other subjects.
Travel opportunities

The fourth reason why parents chose French Immersion for their children
was to provide them with travel opportunities. According to Lawless (2009), when
you lack the ability to communicate in the native language of a foreign place, you
cannot fully participate in the day-to-day life, understand the culture, or
communicate with the people. Lawless also notes that French Immersion
children will enrich their travel experiences in both ease of communication and
friendliness if they speak the language. In addition, she indicates that learning a
foreign language helps to develop the ability to communicate When travelling or
in one's own community and to help to understand, accept, and respect other
cultures.
Moreover, language ability allows seeing and doing things that many
visitors who do not speak the language cannot. Specifically, Canadian Parents
for French (2006) note that for students enrolled in French Immersion,
intercultural experiences have a monumental influence on shaping their identity,
heightening their self-awareness, and giving them a full appreciation of their
situation in life. Language is a barrier that can become frustrating but knowing
-another language allows those speakers to be comfortable in various situations,
meet and interact with people, and have a more positive travel experience. In

49

light of the fact that there are 30 countries where French is spoken, and it is
possible to travel to foreign countries without speaking the native language,
travellers' experience will be more pleasant when they can see beyond the
surface of the foreign culture and speak the language.
Additional Comments Reported by Parents at all three schools
In addition to the survey questionnaire, some parents reported other
reasons for choosing a French Immersion program. One of the most cortm'lon
reason was to provide their children with linguistic abilities that would help them
learn an additional language more easily in the future. This is supported in the
literature in that learning a foreign language helps to develop the ability to
communicate with other people when travelling to a foreign country or to
communicate in our own community (Lawless, 2009). That is, it may help us to
understand and accept other cultures and learning a new language can open the
door to new people, ideas, careers, and ways of understanding the wotld. Hence,
some parents believed that a French Immersion program is a free and accessible
option for children to learn a different language at an early age.
Many parents also commented that learning another language would help
to expand their child's mind. This reason is supported by Petitto (1997), who
indicates that children who learn two languages can perform certain cognitive
tasks more accurately than _children who learn only one language. She notes that
the brain is not programmed to learn only one language.
Parents mentioned that developing language -skills at a young age best enhances mental capacity and brain development. They also indicated that they

50

thought that their children would achieve better than would monolingual children
in both math and science. According to King and Fogle (2006), parents
encourage their child to learn a second language for both academic and
cognitive advantages.
Some parents chose French Immersion because they felt they had the
ability to be more involved with their children's schooling whereby their children
would receive more enhanced academic support that would assist them to
become increasingly committed to their work. Those same parents also preferred
a French Immersion program for their usually smaller class sizes, and better peer
choices. They also wanted to avoid public schools that had severe discipline
problems or were overburdened with special needs students. They considered
French Immersion "a program of choice."
Very few parents made comments about administrators or teachers .
However, some parents reported that their children were provided with more
extra-curricular activities in French Immersion and felt that their children were
exposed to a more diverse student population than were children in monolingual
education programs. They also commented about learning a third language to
enhance inter-cultural interaction and to develop an appreciation for diversity and
inclusivity. They reported that attending French Immersion helped their children
to understand their heritage language and culture much better than NonImmersion students. This notion is supported in the literature. For example,
Lawless (2009) indicates that learning a new language could help to understand
the one that is already spoken and make a third one easier to learn.

51

Some parents reported that their children benefited from having a French
education because it might increase their chances of being admitted to a college
or university in other provinces or countries. To some extent, this notion is
supported in the literature. For example, Foust (2003) indicates that young
children who acquire a new language have a natural way of absorption, they will
perform better in math, explore new cultures and heritage, and will have better
travel skills. Some parents who went to French Immersion themselves stated that
it was important because Canada is a bilingual country.
Throughout Canada, parents are being offered new academic choices and
can give their children the opportunity to learn a second language. These
opportunities are believed to increase our understanding of new cultures, ideas,
and careers.
Limitations of the study

This study had certain limitations. First, the findings of this investigation
were limited to families living within the school district of Prince George who had
their children registered in a French Immersion School at Austin Road ,
Spruceland, or College Heights Elementary School. Consequently, these results
cannot be generalized to other populations. Second, in all three schools,
questionnaires were given to students (one per family) attending French
Immersion in the school. The completed questionnaires came back from some
but not all of the families . For this reason, these results do not entirely represent
the targeted population of families at the three Prince George schools. Third, at
Austin

Road

Elementary

School · the

principal

did

not

know that the

52

questionnaires were in his office and for this reason , the questionnaires were
sent out to parents only two days before the return date. This may have reduced
the number of returns. Fourth, the questions asked were designed to find out the
reasons why parents enrolled their children in a French Immersion program;
despite this design and intention, the participants might have understood or
interpreted the questions differently. Finally, one person in the household or one
of the two parents may have filled out the questionnaire; as a result, the
researcher does not know if the other parent might have answered differently.
Summary

In summary, the findings of this survey suggest that parents in
Prince George enroll their children in a French Immersion program to provide
them with the opportunity to achieve a level of bilingualism that will enable them
to be more competitive in the job market and become high achievers. By
choosing a French Immersion program rather than a conventional school
program, parents in this survey believe that their children will meet more
challenges, become higher achievers, and be more open-minded to other
cultures and foreign countries that will Non-Immersion children.
Areas for Further Research

The results of this study suggest two interesting topics for subsequent
research. First, the findings of this survey indicate that French Immersion parents
chose French Immersion hoping that their children would be more challenged
and meet higher expectations that would Non-Immersion students.-As a result, a ·
comparison study could be beneficial to find out about English-only school

53

parents' reasons for not enrolling their children in a French Immersion program .
Second, some parents initially choose a French Immersion program only to pull
their children out after a few years. It would be interesting to learn why these
French Immersion students left the program so early.
)

Conclusion

On the whole, the reasons why parents in Prince George send their
children to a French Immersion school appear to be influenced by variables of
parental figure, level of education , and age. Parents with higher S.E.S.
backgrounds enroll their children in a French Immersion school rather than an
English only school because they expect the French Immersion experience will
result in higher achievement. According to the Canadian Council on Learning
(2007), the main purpose of French Immersion is to promote bilingualism in an
increasingly diverse community. Advocates of the program have insisted on the
benefits that it brings to students and the assets it provides them for their
futures. Students will learn the same material that they would if they were not
enrolled in French fmmersion because there are no differences in the curricula.
The only distinction is the language of instruction and this difference has been
shown to have many positive effects for its students. By enrolling their children in
a French Immersion program, parents in Prince George are contributing to the
future growth and development of our society. French Immersion students who
develop competencies in both official languages are more likely to bring
socioeconomic advantages to the community of Prince George, the province of

54

British Columbia, and to Canada as a whole by making each place a stronger,
more diverse and more vibrant multicultural society.

55

REFERENCES
Allen, M. (2006). Bilingual education. Tendences sociales canadiennes. Statistics
Canada.
Bostwick, M. (2004-2005). What is Immersion? Bi-lingual.com.
Bournot-Trites, M. (2002). Effects of Second language Learning On First
Language Literacy Skills. The Printing House (TPH), Halifax, NS.
Brehaut, P. & Slevinsky, R. (2002). Enroll or not Enroll ... That is the Question .
Handbook for French Immersion administrators, Alberta Learning French
languages services branch.
Canadian Parents for French. (2007). Few chances to use French
Immersion skills. The Canadian Press.
Canadian Parents for French . (2006). French Second Language (FSL)
Programs.
Canadian Parents for French, (2006). Proud of Two Languages.
Canadian Parents for French, (2008). What is French Immersion?
Canadian Parents for French, (2006). Why Choose French Immersion?
Canadian Council on Learning, (2007). French Immersion Education in Canada.
Lesson in Learning. Immersion Journal.
Canadian Council on Learning, (2007). L'enseignement en Immersion
franc;aise au Canada. Garnet du savoir. Journal de L'lmmersion.
Canadian Council on Learning, (2007). Survey of Canadian Attitudes toward
Learning.
Demarest, E.J., Reisner, E.R., Anderson, L.M., Humphrey, D.C., Farquhar, E., &
Stein, S.E. (1993). Review of research on achieving the nation's readiness
goal, Socioeconomic Status. Washington, DC: U.S. Department of
Education .
Dictiohary.com Unabridged. Based on the Random House Dictionary. Random
House, inc. 2010.

56

Donna M. Brinton , Kagan 0 , and Bauk S. (2008) Heritage language
Education A new field emerging. Routledge Taylor & Francis Group New
York London .
Early Advantage . (2008). Children learn French and gain Intellectual advantages.
Encyclopedia of Education. (2002) Parenting influence of parents' level of
education.
Foust, L. (2003). Do you want your children to learn a second Languc;1ge? Start
Them before puberty! Parents' Press, Berkeley California.
Gage Canadian Dictionary. Gage Educational Publishing Company. (1991) .
Grolnick, W. S., Slowiaczek, M. L. (2008) Parents' involvement in children's
schooling: A multidimensional conceptualization and motivational.
Institute of Education Sciences. (2007) U.S. Department of Education .
Washington.
King, K., and Fogle, L. (2006). Raising bilingual children: Common parental
concerns and current research.
Krashen, S. D. (2007). Second language acquisition and second language
learning. Prentice-Hall International, 1988.
Lawless, L. K. (2009). Why learn a foreign language? About. com, a part of The
New York Times.
Lessow-Hurley, J. (2005). Culture and schooling. In A. Martinez Ramos (Ed .),
The Foundation of Dual Language Instruction, San Jose University.
Manitoba Ministry of Education. (2009) . French Immersion.
Mclaughlin, B. (1992) . Misconception about language acquisition.
University of Calgary.
Ministry of Education , Government of British Columbia. (2001) Implementation
Information for Teachers of Core French.
Ministry of Education, Government of Saskatchewan . (1995). Core French. ·
Ministry of Education , Government of Saskatchewan . (1995) . French Immersion.

57

Mullen, A. (2006). Jobs for people who are bilingual. Associatedcontent.com .
North Central Regional Educational Laboratory. (2008) Socioeconomic status.
Nutt, A. (2009) . Being bilingual will help you learn a third language.
EzineArticles.com.
Petitto, L.A. (1997) . In the beginning: On the genetic and environmental factors
that makes early language acquisition possible. Oxford University Press .
Statistics Canada. (2004). Student achievement in mathematics- the roles of
attitudes, perceptions and family background.
Statistics Canada. (2006). Community profiles census metropolitan area/census
agglomeration.
Statistics Canada . (2008) . French Immersion 30 years later.
University of Michigan. (2008). French Immersion in Canada.

58
Appendix A
Why was French Immersion Chosen for your Child(ren)?
1- Your age group:

20-25

26-30

31-35

36-40

41-45

46-50

51-55

55+

2- Who made the decision to enroll your child(ren) in a French Immersion program?
Mother

Father

3- Occupation :

Both

M o t h e r - - - - - - - - Father_ _ _ _ _ _ __

4- Education level of parents: Mother _ _ _ _ _ _ Father_ _ _ _ _ __
5- Language spoken by parents:
Mother:

English

French

other _ _ _ _ _ _ _ __

Father:

English

French

other _ _ _ _ _ _ _ __

6- Language spoken at home:

English _

French _

other _ _ __

7- What are the reasons you decided to enroll your child(ren) in a French Immersion
program? (May choose more than one)
_To regain our language and our roots
_To learn a new language
_To regain our culture
To learn about a new culture
Better teachers
_

Better program

_

More challenge

_Higher achievement
_To have more job opportunities
_To be able to travel in foreign countries
_The program is offered in the neighbourhood school
8-Comments _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___
Thank you for your cooperation!

59
Appendix 8
Letter of Introduction and Confidentiality

Principal investigator: Guylaine Pouliot, MEd Student, School of Education , University of
Northern British Columbia and teacher at ~ l Franco-Nord.
Contact numbers: Home: 250-563-3908 Work: 250-612-0755
Email: pouliot@unbc.ca
Supervisor: Dr. Yvon Cloutier, Assistant Professor, School of Education , University of Northern
British Columbia Work: 250-960-5926
Email: cloutier@unbc.ca
Ethics Board: University of British Columbia 250-960-5650
As a Master's student, and to fulfill the requirements of my degree, I need your help by
means of completing a questionnaire for a project. The purpose of this project is to investigate the
factors that Influence the decision of parents to enroll their children in a French Immersion
program in Prince George.
There are no physical or psychological risks involved in this study for you, your children,
or any other occupant of your household and results will be available for interested participants.
Note that this is not a test and there are no right or wrong answers. You only have to
answer each question as honestly and accurately as possible.
Research Method
This part will involve completing once, a five-minute questionnaire on reasons why you
enrolled your"children in a French Immersion program and return .it with your child(ren) at school.
Participation and Confidentiality
Your participation in this study is voluntary, however, your full contribution may help to
bring changes in the school district politics, help teacher to understand and cope with socio
economic variables in their class, and guide parents in their choice to enroll in a French
immersion program.
Should you decide to participate, your name and personal information will not appear on
any of the questionnaire or on the results and data analysis. Your identity will remain confidential.
A copy of the results will be available at the end of the study.
Data Storage
All information and data will be kept in a safe place for a period of four years as required,
after which it will be removed and destroyed from my computer and including electronic devices.
Hard copies will also be destroyed.
This is voluntary participation and you can withdraw from the study at any time. This
includes withdrawal of all information provided also. However, you should understand that full
participation is anticipated and required for this study to be successful.
Thank you for your cooperation!

von Cloutier
Professor School of Education

~

~

Guylaine Pouliot
Med Student School of Education

60
Appendix C
Consent form
(

v' I consent to fill out the questionnaire on factors that influence the decision

..
of parents to enroll their children in a French Immersion program in Prince

George.
v' I fully understand that I may withdraw from this research project at any

time without penalty.
v' I know that I am free to ask questions about any procedure regarding this

project.
v' I understand that the data will be destroyed once the study is completed.
v' I have read all of the above information regarding this study .

./ The procedures and requirements have been explained to me, and I
understand them .
./ I freely and voluntarily consent to be a participant.

Print name

----------------------------

Signature ___________________________
Date

---------------------------Please, return this consent form and survey with your child before
December 10th

61

Appendix D
Letter of Permission from UNBC Research Ethics Board

UNIVERSITY OF NORTHERN BRITISH COLUMBIA
RESEARCH ETHICS BOARD

MEMORANDUM
To:
CC:

Guylaine Pouliot
Yvon Cloutier

From:

Henry Harder, Chair
Research Ethics Board

Date:

October 23, 2009

Re:

E2009.0922.130
Factors that influence the decision of parents to enroll their children in a French
Immersion program in Prince George

Thank you for submitting the above-noted research proposal and requested
amendments to the Research Ethics Board. Your proposal has been approved.
We are pleased to issue approval for the above named study for a period of 12 months
from the date of this letter. Continuation beyt>nd that date will require further review and
renewal of REB approval. Any changes or amendments to the protocol or consent form
must be approved by the Research Ethics Board.
Good luck with your research.
Sincerely,

Henry Harder

62

Appendix E
Letter of Permission from the Prince George School District

SCHOOL DISTRICT NO. 57 {PRINCE GEORGE)
2100 Ferry Avenue. Prince George, B.C. V2L 4R5

Phone: (250) 561-6800 • Fax (250) 561-6801
www.sd57.bc.ca

October 15, 2009

Guylaine Pouliot
1885 Aintree Drive
Prince George, BC
V2K 1H6
Dear Guylaine:
This lettet is to confirm the discussion at our meeting on October 14, 2009 regarding
your request to access to schools in the Prince George School District for the purpose
of educational research. As we discussed, the school district recognizes the integral
part that research plays in education. We support the research sponsored by our local
tertiary institutes as a priority. Your project, investigating the link between
socioeconomic status and registration in French Immersion programs, is very
interesting and should provide useful information for you and the district.
This letter's purpose is to indicate that you have district approval to proceed with
your project. "District approval" allows the researcher to approach principals, and
subsequently teachers, to request their permission to conduct research in their
school/classroom. Your next step will be to contact the principals of Spruceland,
College Heights and Austin Road Elementary Schools to set up a meeting to discuss
your project and obtain their permission to undertake the project in their school. A
copy of this letter has been forwarded to the principals.

[f you have any questions, please do not hesitate to call me. Good luck with your

project. I look forward to receiving a copy of the final report.
Sincerely,

Bonnie Chappell
Director. School Services