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-.-"" Jfl IWJ l!'il!l lntil ..LlL li:LJIU I u....la..mil I ~ ·~~~~~~~~~~~~ ~~~~~~~ ...."' B,_"' ;E"' ·.c;"' ..r:::.... E~ "'r:::b .O <=: -o :::s "' "' :=: E ..c:: ·a u ,_"' "3 .... ~ "'> .~.... · <..J 3 ..... "' "' ::c: ... :... 0... ~ .S! .3 .£> ~ .... ,_ 0 -8 ..a p.. 0.. .' ;;: -8 z :§ "' 0.. :... ::::: B <:t:: ,_ 0 0 z "' "' ;::;;s ..c::"' z a:; ro ro 10 I ~---------------------------- -- ~ <1> b.() ull. ~~-~~ lUll 11 ,Ut ' lllll! ~~~~--- V) b.() b.() Q) Q) Q) 1-. ~ 0 b.() 0 0 0 0 0 Q) ~ Jl Q) 0.. ..0 I! r l·~~r ll .J! .If; I ulli V) ;:j <=l ; ·0.0 0 ~ ,_ E- -~ 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 ~ 0 0 0::: "" 0.0 ~ Q.J 0.0 B 5'o ·c: c:: ::c "' cc "' ..c ..... E ru "§ "' O.J 0 f-.; P-. ~ O.J j:; c:o .... "' E-< "'c::b.O So 0 ..... ..... c:o ~ 0 "'..... ~ .....- liil High School Fathers c: "0 Cl.l ;:::: 0 ..n 0 0 "'E ..c:... > -~ ..c u z: 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) "' :; Q) z bl) QJ ,__ :::> ·'-' ::r: d s::: Q) z Q) '-' ~ ~ ... ·c"' ..c1'3 ·-v. " -~ ::: .n E._ f ':C· Q) Q) u > ,e. ro E ,_ ~ :§E-- cs:: '-' s:: c s:: c QJ ±l Q) c:n E ~ "' 2f 1-. ~ 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