CONCERNS OF FRENCH IMMERSION PARENTS
IN SUPPORTING THEIR CHILDREN'S LEARNING AT HOME
by
Belinda Harrison
B.Ed., University of Manitoba, 1986

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

THE UNIVERSITY OF NORTHERN BRITISH COLUMBIA
March 2004

© Belinda Harrison, 2004

liNivERSITY of NORTHERN
BRITISH COLUMBIA
LffiRARY
Prince George, B.C.

11

ABSTRACT
This research project sought to identify the concerns of anglophone, French Immersion
parents of elementary school children in Northern British Columbia with respect to their
perceived needs in supporting their children's academic learning. A qualitative, focus
group approach was used in order to provide depth of information. Six parents of Early
French Immersion students attended. This parent sample indicated interest in learning
French themselves, particularly basic vocabulary, grammatical constructs of the
language, and elements of pronunciation. Services desired from teachers or tutors
included tapes of stories, vocabulary and dictee words for student use at home as well as
help with French homework. The parents were adamant about the importance of regular
contact with the teacher and made suggestions regarding access to informal discussion
times. Bilingual planners and more regular use of the student planners for relaying
information were recommended. These parents also desired more contact with Frenchspeaking individuals for their children outside of the classroom.

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TABLE OF CONTENTS

Abstract

11

Table of Contents

111

Introduction

1

Literature Review

8

Design and Methodology

15

Results

20

Discussion

30

Conclusion and Recommendations

35

References

39

Appendix A: Letter of Permission

41

Appendix B: Request for Focus Group Participation

42

Appendix C: Sample Focus Group Dialogue

44

Immersion Parent Concerns

Introduction
Statement of the Problem
In this research I conducted a focus group comprised of anglophone parents of

early French Immersion students to assess their perceived needs in supporting their
children's learning. It is my experience, through parent-teacher interviews and informal
conversations, that parents have many questions and experience many frustrations around
their child's early French language development, particularly with respect to reading and
writing. They often want to be involved in assisting with these areas and with homework
on a regular basis, yet given their lack of proficiency in the language of instruction they
are unsure how to proceed. The purpose of this study was to determine which issues
parents would identify as being of primary concern and to search for common elements
of concern. It was hoped that this information would provide a starting point from which
I could generate ideas for types of support that teachers, the school, and/or the school
district might be able to offer to better meet Immersion parents' needs and thereby
enhance the learning environment for the students.
Definition ofTerms
Anglophone: Persons having English as their primary language of communication and
having little or limited mastery ofFrench.
Canadian Parents for French (CPF): This is an organization of parents which promotes
French language instruction for all children in Canada.

Immersion Parent Concerns

2

Core French: A program in which French is taught as a separate subject taught to all

students beginning in Grade 5, and then optionally from Grades 9 to 12, in British
Columbia. It is also referred to as Basic French or F.S.L. (French as a Second Language).
French Immersion (Early Immersion): A second language program beginning in

Kindergarten or Grade 1 in which French is the language of instruction for all or most of
the school day.
Late French Immersion (Late Immersion): A French Immersion program with an entry

point in Grade 4 or later. I use the term later-entry to refer to students who join an early
Immersion program after Kindergarten.
Parents: For my purposes the terms parents and families are used interchangeably and

one parent, guardian, or stepparent will represent the views of one family unit within the
focus group.
Parent Advisory Council (PAC): This refers to a group of parents representing both

English and French Immersion stream students who meet to plan fundraising and to
support the learning for all students in the school.
Local Parents for French : This refers to the local chapter ofthe Canadian Parents for

French.
Background to the Problem

Early French Immersion began in this small city in Northern British Columbia in
the mid-1980s thanks to a small but committed group of parents. The model mimics
many programs found elsewhere in Canada in that French is the primary language of
instruction from Kindergarten to Grade 7. Fonnal teaching of English does not
commence until Grade 3 at which time it occupies 20% of instruction time. It is

Immersion Parent Concerns

3

noteworthy that this and many other Immersion programs exist in English-only
communities and within Anglophone families. The fact that French Immersion programs
exist in all ten provinces, as well as in Yukon and Nunavut territories, attests to its
widespread acceptance in non-francophone environments (Canadian Parents for French,
2000). Administrators agree that parents are concerned about the Immersion program.
McGillivray (1990) points out that Immersion parents "need more frequent reassurance
that their children are progressing normally .. . . [and] need to be advised, clearly and
quickly, if their children are having special difficulties" (p. 111). Why do they need this
reassurance? What are the main concerns of Anglophone Immersion parents regarding
their children's progress?
The local French Immersion program is well publicized as an option for new
Kindergarten-age children. Usually a group of 18 to 20 children begin French Immersion
Kindergarten each autumn. Districts elsewhere have also implemented formal Middle and
Late Immersion programs in which students enter as a class group between Grade 4 and
Grade 7. Across Canada, in 1997-1998, there were 60,243 students registered in Early
French Immersion and a further 9,817 enrolled in Late Immersion programs in
elementary schools (Canadian Parents for French, 2000). The local school district is now
examining the feasibility of opening a Late Immersion program in the 2002-2003 school
year. However, in a somewhat unusual move, our school has for the past five years
sought to respond to parent demand and increase program enrolment through accepting
English program student transfers at later grades into Early French Immersion. In our
school, for the 2000-2001 school year, there were four new registrations in Grade 1, two
in Grade 2, and five in Grade 3. In September 2001 another five English program

Immersion Parent Concerns

4

students joined the French Immersion program at various points from Grade 1 to Grade 4
resulting in a total elementary Immersion population of 134 students.
The task of learning in a second language poses a challenge for all Immersion
participants. The students come from anglophone homes. French Immersion teachers are
required to follow all expectations of the regular provincial curricula. The language of
instruction, however, is exclusively French from Kindergarten through Grade 2 for all
subject areas. For later-entry students this demand is understandably even more onerous.
Though these students lack the early French language experience, they immediately find
themselves faced with learning and communicating in a new language in all subject areas.
Not surprisingly, parents, students, and teachers often report high levels of stress and
frustration. Furthermore, learning assistance time is extremely limited and, in fact, has
been cut to only one day per week to service the 134 elementary students. There are
already many children who have entered the program in Kindergarten who require
assistance in learning to speak and read French. At our school, therefore, many teachers
feel that those who enroll later by choice should not receive priority for in-school
assistance. Little wonder parents often informally express concern about their child's
progress and profess a lack of understanding of their child's skill development. The
question therefore arises as to what the main concerns of these parents might be and what
they feel might be beneficial in allowing them to support their Early or later-entry
Immersion child's learning.
Given that the Immersion program is a parent-driven initiative, the level of parent
commitment is generally high. French Immersion parents are often visible in the school
and involved in the Parent Advisory Council (PAC) and the Canadian Parents for French

Immersion Parent Concerns

5

(CPF) groups. While the school district voluntarily provides busing for Immersion
students living on an existing bus route, many parents choose to drop off and pick-up
their children. In my Grade 2 class, currently comprising 20 students, at least eight of
them usually have a parent waiting for them at dismissal. This gives the parents the
potential for a great deal of contact with their child's learning environment and allows
them frequent interaction with the classroom teachers and with the school administration.
In spite of this apparently frequent contact, parents often express concern about
their child's progress in reading French and wonder if they should be teaching English
reading at home. They speak of difficulties assisting with French Dictee words (spelling
lists) and unfinished work that is to be completed at home. When a French Immersion
child experiences developmental delays or difficulty in learning to read and write, the
parents express particular frustration at being unable to work in French with them. As a
result some begin to question whether Immersion is a good placement for their child.
The current situation in which a number of parents are enrolling their students for
late entry into the program seems to indicate room for growth and faith in the Immersion
approach to learning. Would they have been more willing to consider the Immersion
option at the Kindergarten level if an increased support network had been in place to help
them support their child' s learning at home? This study, through opening discussion
around parent concerns, needs, and wishes, might allow some insight into the types of
support these Anglophone parents desire.
Historically, parental concern surrounding the French Immersion program seems
rooted in intellectual achievement. In 1985 it was said that "68.2 percent of Canadians .. .
believe that their children should learn French at school to become bilingual. [Their main
reasons are] better employment opportunities, intellectual development, cultural

Immersion Parent Concerns

6

enrichment, and travel possibilities" (Canadian Parents for French, 1985, p. 15). In
Ontario, Olson and Burns (1983) concluded that, " increased job security and, following
closely, the desire to see the child learn a second language (not necessarily French) were
listed in our data by both teachers and parents as primary program determinants" (p. 351).
Is intellectual achievement also a primary concern in this area ofNorthern British
Columbia? This focus group sought to uncover the main concerns currently felt by
Immersion parents in supporting their child' s intellectual development and what they felt
they needed in order to provide more effective assistance.
Educational Significance
This focus group study allowed parents a forum in which to identify how they
help their children at home, their concerns, and ways in which they would like to be of
greater assistance. It is hoped that these results will allow the school and school district to
better respond to parent needs, thereby improving the overall integrity of our school's
French Immersion program and potentially resulting in greater academic success for the
students and improved retention of students. This outcome represents the greatest
possible gain from this project: that students could experience more success in school.
Having gathered the information regarding their specific needs the school and the school
district will be in a better position to respond to the parents. As a result, it is possible also
that parents may feel a heightened connection to the French curriculum and become more
satisfied with the learning environment provided for their child.
In the face of continuing budget cuts that result in reduced time for services to
special needs students (those needing learning assistance and other forms of in-school
support), any support that parents can provide their children is more essential than ever.
Through the completion of this project the school district and the school stand to
potentially reduce the number of disgruntled and worried parents, which in tum may
result in improved retention of students and more new registrations in the French
Immersion program.

Immersion Parent Concerns

7

Another primary motivator for the gathering of information is that there was little
such work documented to date. In my search of the literature it became evident that the
Canadian Parents for French are the only real source of information for English speaking
parents regarding supporting their child's French language development. Though their
recommendations are common sense and, for the most part, achievable, the fact remains
that residents of communities in Northern British Columbia lack nearby resources to
provide French language enrichment for their children. Furthermore, while the CPF
responds to parent questions, they have not conducted formal research and documented
their findings about the types of concerns raised regionally across Canada. Typically,
quantitative approaches such as surveys have been undertaken to determine the parent's
level of contentment with Immersion programs. While these parents may well have faith
in the Immersion approach, I felt it was important to allow our parents to explore their
issues and concerns. This resulted in conclusions of greater depth and led to
recommendations better suited to Northern and isolated communities.

Problem Statement
In this research project, I organized a focus group of English-speaking parents of
elementary-age, French Immersion students to identify:
a) the issues of primary concern to Anglophone parents regarding assisting their
Immersion children at home, and,
b) the types of support that Anglophone parents from our school would find useful in
supporting their Immersion child' s learning.

Immersion Parent Concerns

8

Literature Review
History ofParent Studies in Immersion
There has developed over the past thirty years a body of research related to
French Immersion in Canada. Names such as Genesee, Hart, Lapkin, Obadia, Swain and
Tardif emerge regularly when perusing the research in French Immersion. The emphasis
in the literature has been centered on three areas: a) program reviews, b) program
evaluation, and c) instructional practice. Very little research has been undertaken
regarding extra-curricular and co-curricular supports necessary for second language
learning or on the role parents should take in the process.
The research focus with respect to parents has been limited to quantitative surveys
of their overall contentment with the programs in which their children are enrolled.
According to Bums and Olson (1983), parents felt that the Immersion program in
northern Ontario succeeded in offering their children a culturally enriching experience,
provided the opportunity to master a second language, and resulted in better access to
jobs. McEachern (1980), however, points out that parents were most concerned about
their child's academic achievement when enrolled in French Immersion. More recently,
Wall (cited in Canadian Parents for French, 2000) stated that "time and time again, the
problems ofFrench Immersion in 2000 eerily resemble those of the mid 1970s ... attrition
rates are too high ... and much more must be done for special needs children" (p. 19).
Current Supports for Parents
One of the most energetic and politically powerful proponents of French
education in Canada is the Canadian Parents for French (CPF) association. This group
boasts membership from across each province and territory. Because French is an official

Immersion Parent Concerns

9

language, it seeks to promote French learning through Core and Immersion second
language programs. The CPF works to inform parents, teachers and administrators about
the benefits of second language learning. Members review research and provide articles
and reports regarding the latest fmdings. It publishes a report annually that assesses
French education across Canada, province by province, and highlights problem areas and
directions for future focus. Through its advocacy role, books and pamphlets, and highly
publicized awareness campaigns, the CPF proves itself a great ally for French Immersion
parents.
In one CPF publication, Whale (1990) provides a parent's perspective of what can

be done to promote French learning and help with homework. She suggests that parents
must, first and foremost, maintain a positive attitude about French education and provide
access to French outside the classroom whenever possible. In addition, her list of
supports that parents themselves can provide includes reading to the child in English,
learning the basics of French pronunciation, providing resource materials at home (such
as dictionaries and verb books) and offering French radio, television and movies on a
regular basis. She suggests that having the child tape her own Dictee (spelling) words and
having the child summarize the main ideas from a French text can also help alleviate
some difficulties.
Related Research on Ways to Support Learning
I found four pieces of research that linked the general theme of offering support
for second language learning and provided some insight as to areas of concern and
possible interventions. However, none was based on consultation with parents regarding

Immersion Parent Concerns

10

their views. The following paragraph summarizes the data collection techniques and
purpose of each of the four studies.
In the first of the four studies, Ludanyi ( 1972) provides an overview of a program

offered in Derby, Vermont in 1971 . It outlines a program implemented to promote
increased literacy skills for English and Franco-American students through instruction in
the alternate language. Weekly discussions, similar to focus group sessions, occurred
between the participating teachers as a way of determining progress and concerns.
Secondly, the handbook Using the Foreign Language Assistant: A Guide to Good
Practice (Central Bureau for Educational Visits and Exchanges, 1977) is used by French
language assistants in British schools. It primarily offers ideas for activities to
supplement regular programming and suggests contacts parents might make for their
children outside of class time. The third study, by Klinck (1980), consists of an
evaluation of a French drop-in center at the University of Calgary that sought feedback
from the adult participants and offers advice on elements that may be lacking in second
language support programs. Finally, Williford (1979) assesses the success of their High
School Foreign Languages Tutoring Program in Memphis in which high-school students
received course credit for designing and instructing activities with elementary children.
The data consists mainly of the administrators views supported by feedback from
participating secondary students gathered informally. This document also provides a bank
of ideas that were found useful in instructing young Immersion students.
Ludanyi (1972) presents information regarding bilingual education projects that
provided bilingual education programs in a variety of schools. In some cases the goal was
to help Franco-American students achieve improved English literacy skills (measured by

Immersion Parent Concerns

11

standardized tests) through instruction in both French and English. In other cases the
intent was to further second language acquisition for Anglophone students through
French instruction. Often two teachers were assigned to a class or a teacher' s aide was
provided. All participating teachers attended at least 12 weeks of training in the history
and constructs of bilingualism and biculturalism, as well as sessions focused on
linguistics and core subject instructional methodology. Furthermore, most schools offered
weekly sessions as a forum for discussing relevant issues and for providing ongoing
training. In all cases, continuous upgrading and training provided instructors the skills
needed to implement the program.
Where information about resource materials was provided, the focus was on
reading, writing and grammar instruction. Also prevalent was the use of games, dances,
songs, art and stories to provide a French-Canadian cultural connection. Though specifics
were lacking in the Ludanyi (1972) report, many of these ideas may prove valuable to
parents and others who seek to support elementary Immersion students. Since it is
unlikely that current budgets would provide for multiple teachers or the addition of
support workers in a classroom, this study would lend support for the idea that through
achieving basic French language skills and cultural awareness, parents can foster
improved skills in their children.
A British program existed in which a foreign language assistant was hired to work
in secondary schools throughout a school year. The Central Bureau for Visits and
Exchanges, 1977, proposes guidelines for effectively utilizing the skills of the assistant
included allowing for small group instruction both during and after formal lesson times,
team teaching similar content alongside the regular teacher, and splitting the classes to

Immersion Parent Concerns

12

provide two different lessons within one room. Specific activities outlined included
picture description (students draw what is described orally), role playing, reading
practice, language dictation, conversation sparked by an interesting artifact such as a
photo or postcard, language games, songs, grammar practice and listening comprehension
through story re-telling.
This British resource document also mentioned that the foreign language assistant
might provide after-hours tutoring in some cases. This is a valuable idea in our local
context since few persons fluent in French are available, though there is a federal
program that provides a French Language Monitor to support second language instruction
bi-annually in the schools.
Klinck (1980) provides another look at French language assistants, albeit this time
in an extra-curricular, university setting in Calgary, Alberta. The goal of this French
drop-in center was to help students develop conversational skills and assist with grammar
in a non-threatening "miniature immersion" (p. 1) environment. This enviromnent was
created through the provision of a comfortable lounge for language students in which a
variety of materials was made available, including books, tapes and magazines. There
were also francophone language monitors who provided conversation and assistance with
homework. In the evaluation of the survey results, Klinck (1980) indicated that students
desired more help with grammar and greater "cultural insights" (p. 11 ). She surmised this
could be accomplished through presentations by speakers, or through slide shows or
readings. The connection to the current study is limited due to the fact that local
elementary Immersion students are obviously not adult learners and that these parents
might express quite different language goals for their children. Some similarity may

Immersion Parent Concerns

13

emerge, however, between the views of these university students and those ofthe local
parents as they voice their concerns in helping their children.
The notion of cultural connections also has merit because, like Calgary, our
community is distanced from Quebec and faces difficulties in helping students relate to
the French language in real contexts. The Klinck (1980) program review supports the use
of French videos, French television shows, and guest speakers whenever possible might
help bridge the cultural gap and provide examples ofFrench in real world contexts.
Williford (1979) summarized a program that existed in Memphis, Tennessee
during the late 1970s. High school foreign language teachers worked in conjunction with
second-language students who earned course credits by developing lessons and activities
for use in elementary schools. The emphasis was conversational, only the older student
tutors used written materials. Given that the secondary students had a shorter school day,
they were able to spend time in the elementary schools twice per week after their regular
hours. Materials focused on vocabulary themes and included pictures, tapes, posters,
charts and overhead transparencies. Activities mentioned were games, songs, fashion
shows and skits.
The provision of suggested activities is useful. There is even greater value,
though, because this approach utilized people with second language ability who would be
available in any community. Williford (1979) also comments on the lack offmancial
support for second language programs and points out that this arrangement does not
necessitate additional cost. This provides a valuable option for consideration, particularly
in a community distant from French cultural centers.

Immersion Parent Concerns

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Summary ofResearch
According to Whale (1990), parents are in a position to encourage language
exploration through provision of resource-rich settings free from continuous error
correction. In this regard, one could even view an Anglophone home as advantageous to
Immersion learning as the child can become the language "expert" in the home and even
take on the role of instructing others as he or she learns new vocabulary and structures. It
has also been noted by Whale (1990), Ludanyi (1972), and Klinck (1980) that a French
cultural connection needs to be made for the children. Based on this, recommendations
for parents include providing access to French songs, videos, television, travel and
tutoring. In any event, it is clear that there are possible solutions to the dilemma of
providing context-rich assistance for Anglophone immersion students in English
communities. Though little formal research has been published to date as to the efficacy
of specific approaches, many ideas were available within these related and available
sources.
This project seeks to more formally develop with parents a list of desired cocurricular supports for Immersion students outside of the classroom, and to
collaboratively plan implementation of strategies toward the goal of improved support.
Subsequently, specific activities could be planned and undertaken and then, through
surveys or testing, the approaches could be assessed. This could lead to the development
of a research base of recommendations and valuable tools for assisting French Immersion
students with language literacy outside of the regular classroom setting.

Immersion Parent Concerns

15

Design and Methodology
Sampling Strategy
Once the approval of the UNBC Ethics Committee was obtained, I commenced
by sending a letter to the local school district and to my school administration to request
permission for the study. (A copy ofthis letter is in Appendix A) Once this permission
had been secured I sent a letter to the parents of the French Immersion children in our
school to identify potential participants in the focus groups. (This letter can be found in
Appendix B.) This letter was distributed through the students and I secured the support of
the school secretary in gathering the documents of interested candidates. Parents were
given up to two weeks to respond and indicate their interest. Each form returned was date
stamped upon receipt.

Sample Size
For this study I sought the opinions of Anglophone French Immersion parents of
elementary-age children. This represents a limited population (approximately 100
families) within this small city in Northern British Columbia and so it was decided that
the study sample would include those parents who would volunteer to participate. This
form of purposive sampling allowed all Anglophone Immersion parents to consider
participating, thereby limiting the generalizability of the results. On the other hand, this
sampling technique encouraged those with a variety of strong views, and ensured
participant understanding of the topic (Vaughn, Schumm & Sinagub, 1996).

Immersion Parent Concerns

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Instrument

This project involved the coordination of several chronological components that
included requesting participation in the focus group, implementing the group interview
session, and analyzing and reporting the findings to the stakeholders. The focus group
approach was used in order to provide greater depth of information regarding the
concerns felt by Immersion parents. According to Vaughn, Schumm and Sinagub (1996),
"the goals [of focus groups] are to conduct an interactive discussion that can elicit a
greater, more in-depth understanding of perceptions, beliefs, attitudes, and experiences
from multiple points of view" (p. 16). In this case a range of ideas and opinions were
desired, making a focus group a preferred choice over individual interviews. The group
interview format also allowed participants to support or disagree with ideas as well as
respond to other's ideas (Vaughn, Schumm, & Sinagub, 1996).
Recall there has been little exploration into this field to date. Past studies have
taken the form of surveys that have tabulated the overall contentment of immersion
parents without allowing for in-depth discussion of open-ended questions. Therefore a
qualitative approach is novel and may provide more information to help focus our future
efforts at improving the local Immersion program.
At this point I needed to design the focus groups. There was to be a maximum of
two groups, each comprising six to ten participants. As it turned out, nine parents signed
up as participants allowing for a single focus-group interview. These parents were then
contacted by phone. They were thanked for their interest in the study and informed of the
date and time of the focus group meeting. Subsequently a note reminding them of the
date and time was sent home with their child. It was made clear that only one parent was
needed to represent the views of a particular family. Where a choice needed to be made
between separated or divorced parents, preference was given to the participation of the
parent having primary custody. I endeavored to include at least one parent of a late-entry
student in the focus group in order to garner opinions from that perspective. All parents

Immersion Parent Concerns

17

were informed of the voluntary nature of their participation and were given the
opportunity to withdraw from participation at any time.
I am both a parent and a teacher within our French Immersion program. I have
worked for the past fourteen years within this school district. While this allows me
considerable insight into the issues faced within these realms, my personal experiences
might also lead to bias on my part regarding the problems encountered within these roles.
The fact that I personally know many of the potential participants in this study must also
be considered as this could lead to misinterpretations or assumptions regarding the
content of their comments. As well, I had to be cautious in phrasing my questions so as
not to lead the groups toward a particular conclusion. According to Vaughn, Schumm and
Sinagub (1996), "In order to minimize the influence of the moderator' s beliefs, attitudes,
and expectations on the data collection, analysis, and interpretation, it is imperative that
the moderator be aware of any subjective tendencies" (p. 90). In an effort to control for
this bias, I enlisted the help of a co-facilitator or moderator aide, whose primary function
was to assist with the functioning of the recording equipment, to record non-verbal
communication of the participants, and to maintain the speaker' s list so as to ensure fair
participation of those wishing to contribute (Vaughn, Schumm & Sinagub, 1996). I also
had my questions screened by my co-facilitator, my administrator and one nonparticipating parent prior to the focus group meeting.
The focus group meeting took place in the evening in the school library. It was of
approximately one hour in duration. The entire proceedings were tape-recorded to allow
for ease of transcription, accuracy, and verification of information. I tested the recording
equipment by taping portions of a staff meeting, prior to the focus group, as it also took
place in the library. In addition to taping the focus group sessions, I also had a cofacilitator present to help address the issues of bias.
To act as co-facilitator, I contacted our District Language (French) Coordinator (a
high-school teacher of Core French classes). Her impartiality regarding the teaching of

Immersion Parent Concerns

18

Immersion and lack of previous contact with the parents who were involved served to
provide a balance to my perceptions. Within the focus group sessions she acted as a
recorder to write down ideas and issues generated and assisted me in identifying speakers
in the group. Following the initial analysis, she provided a sounding board for my
perceptions by reviewing the document for accuracy and thoroughness.
Data Collection
Each focus group session followed a two-part format and questions discussed
were open-ended (Vaughn, Schumm & Sinagub, 1996). In the first half-hour the
following questions were addressed: Are there any problems that arise in trying to help
your Immersion child at home? If so, what kinds of problems do you face? What kinds of
support are you trying to offer? What support do you feel you should offer or are
expected to provide? Following this discussion we identified the top three concerns by
free vote. The final30 minutes were devoted to the following question: What would help
you provide better support for you Immersion child' s learning? Further probes were used
in order to clarify ideas presented and to summarize key points.
The co-facilitator kept a speakers list. A sincere effort was made to allow all
participants a voice on each question. The freedom to discuss was limited somewhat, due
to a request that the parents express their ideas concisely due to time constraints. The cofacilitator also recorded who was speaking as well as evidence of non-verbal
communication such as nodding, restlessness, worry or agitation.
Structure for the format of the focus group interview followed a specific plan,
often referred to as a moderator' s guide. This guide included "(a) introduction, (b) warmup, (c) clarification of terms, (d) easy and non-threatening questions, (e) more difficult
questions, (f) wrap-up, (g) member-check, and (h) closing statements" (Vaughn, Schumm
& Sinagub, 1996, p. 41 ). I began with an introduction and general statement of welcome
which served to thank participants for their willingness to participate and to recognize the
value of their individual contributions. It was stressed that all members were entitled to

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19

their views and that a full range of ideas and suggestions was desired, not consensus to a
particular viewpoint. The overall structure of the session was outlined briefly and the
purpose of the study explained. I then asked the parents to simply indicate to the group
how many children they had in the program and for how long they had been Immersion
students.
The interview itself began with questions regarding the types of support parents
find themselves providing at home followed by queries surrounding their perceived
expectations of the program. A discussion of any difficulties they face in supporting their
child's learning followed. Subsequently I delved into the types of support parents felt
they would need to better help their children in their academic learning. I endeavored to
highlight any skills parents wished they had, types of activities they desired, and outside
resources that they felt might be of value.
A summary followed, which outlined the main issues raised and allowed for a
check-in with each participant to be sure the discussion had been effectively
encapsulated. The parents indicated that they had more to say, but it was explained that
time constraints impeded further discussion and that the ideas gathered were of great
value. Finally there was a review of the expectations that information shared by others
not be repeated and a reminder that in the transcription the parents' names would not be
identified and the tapes would be destroyed after completion of the project.
Analysis and Interpretation of Data
Within two weeks of the second focus group meeting, the tapes were transcribed
and pseudonyms were assigned to help ensure anonymity of the participants.
Subsequently, an analysis was made of the key points raised. Following the
recommendation of McMillan and Schumacher (1997), a process of inductive analysis
was followed as a search was made for threads of commonality, as well as any key
differences or contradictions. The questions raised and the resulting responses lent
themselves to categorization in two general headings, current supports and problems, and

Immersion Parent Concerns

20

desired supports and opportunities. Sub-headings emerged involving academic needs,
home-school communication issues, and extra-curricular contacts outside of school.

Results
Nine parents expressed interest in participating in the focus group. All were
thanked and invited to attend a single focus group session. Of these, the late-immersion
representative had to withdraw due to a family emergency, and two did not arrive for the
focus group meeting. On June 17, 2002, six participants, all long-time local residents, and
my co-facilitator joined me in the school library. All participants were married and were
the parents of primary children. Two participants, Mrs. Barker and Mrs. Foster, indicated
they had children in the intermediate grades also. All of their children began French
Immersion in Kindergarten in our local program. All of the parents indicated they were
Anglophones with no formal French instruction beyond high school second language
classes.
Current Parent Supports and Problems Encountered
The parents revealed a number of ways in which they regularly assisted their
children. Mrs. Barker noted, "'We've set up a kind of a pattern oftimes that homework is
done each day, so that there is that basic time set aside and it gets done." Mrs. Ellis
pointed out that "I give her a choice of reading in French or English, although I do
monitor so that it is evenly distributed, and once a week my husband will read chapter
books with her in French." All speakers mentioned helping their child study their weekly
dictee (spelling list), reading to the child in English and French, listening to the child read
French, helping to write speeches, and assisting with daily homework. Though the

Immersion Parent Concerns

21

parents did not state explicitly why they felt these particular activities were important, the
fact that all participants consistently mentioned these types of support indicates that they
are likely considered to be valuable forms of assistance.
Many problems were noted during the discussion around helping at home. There
was a general consensus that these English parents feared mispronouncing French words
when reading with their child or practicing dictee. According to Mrs. Ellis, "Sometimes it
is difficult when reading French stories to my daughter to know some pronunciation of
the words properly, and getting corrected on every second word that I pronounce, and
also understanding what I am reading to her. " Mrs. Foster indicated conversely "Because
I don't read, speak or write French, I don't know if my child is saying the word
correctly." She also noted that often she did not know the meaning of the words they
were reading, rendering it difficult to discuss main ideas or explain the words.
Writing tasks also proved challenging. "I have difficulty helping him with writing
speeches," said Mrs. Gardner, "and he asks me to look up each word and try to figure out
how the sentence works. I get really frustrated." Further, Mrs. Dell explained that she was
sometimes unable to read the directions and understand the task required. "I have
problems with some of the assignments as far as what needs to be done. I am not quite
sure if the kids are clear, or because they know I don' t know how to read French, so
therefore they tell me they don't know either. So sometimes assignments don' t get done
that should be." Mrs. Dell was concerned that her child may be shirking tasks by
professing a lack of understanding. Mrs. Carter added, "I'm worried that she's going to
falter when she gets older because I can't help her do the things that might be expected of
her then. "

Immersion Parent Concerns

22

Mrs. Ellis indicated that she sometimes felt intimidated and was reluctant to
speak to busy teachers. "I find, particularly at this time of the year [i.e. , June], but at other
times of the year as well, that sometimes the teachers seem so overwhelmed with the
teaching and what' s going on, and the programming, and you sometimes feel intimidated
as parents who want to hang around after school and start asking questions." Mrs.
Gardner also expressed that some of the more common suggestions made by teachers,
such as watching French television and videos or listening to French radio, were
unrealistic as the children could not comprehend the language and quickly lost interest.
According to Mrs. Gardner, "(the videos) are not interesting, because at this young age
they don't understand, and so for them to sit there and watch it, it is very difficult, so they
don't bother. And it is difficult for me to sit there when I can't understand what's going
on either." She felt that more realistic expectations would be of benefit.
Mrs. Gardner did not elaborate on what might be considered a more realistic
expectation. Later on, however, Mrs. Ellis suggested "It would be nice to have a list from
the library as to what's available in the way of videos ... If we have access to some of that
in French, we could literally sit down and pick up on some of the French at least and
understand what's going on." Mrs. Ellis also pointed out that she encourages her daughter
to "take out the French version of what we have at home in English, for example a
Franklin book, so that I am on top of what's going on." Finding the French equivalent of
a familiar English story might allow these parents and their children to maintain interest
and improve their understanding of the French involved. Teachers could be encouraged
to make such suggestions.

Immersion Parent Concerns

23

Mrs. Barker pointed out that the children often rebelled against nightly study
sessions and that this opposition became more vociferous in the intermediate grades. She
did not feel "that there is more rebellion toward French than English .. . sometimes they
just don't feel like doing school after school." Mrs. Gardner found a main frustration
with speech writing. According to her "We can't do this a word at a time; we'll be here
forever." So time and motivation prove to be challenging issues.
Time and ability appeared also to be a concern in tenns of the parents themselves
learning French. As Mrs. Barker stated, "I think the biggest thing would be, it would be
much easier to be able to speak and read French." This idea came up frequently and all
participants expressed interest in learning at least the basics of French vocabulary and
pronunciation. However, Mrs. Foster noted that little time was available for such
instruction. "There's only so much as parents that we can actually learn, unless we go to
University or to school, and so you can only expect so much. And I think that when your
children are in primary grades, as parents to learn as much as you can, because I think it
is umealistic to actually, like I know myself, there's no way I could go to class and
learn."
These participants indicated that they spent time working on French homework
and reading with their child in both languages. Frustrations encountered involved
difficulty understanding French directions, the time-consuming nature of writing in
French, and the inability to read or understand correct pronunciation of French texts.
There was a concern that students could shirk homework responsibilities by professing a
lack of understanding also, and this would result in unfinished assignments. These
parents felt they could provide greater assistance at home if they, themselves, had at least

Immersion Parent Concerns

24

a rudimentary knowledge of French, though time constraints and the adult's ability to
learn were considered obstacles.
The Parent Wish List of Supports and Opportunities
Linguistic and academic needs. These parents were able to clearly define skills

and opportunities they would find beneficial in better assisting their children through
elementary French Immersion. As mentioned previously, Mrs. Barker said, "I think the
biggest thing would be, it would be much easier to be able to speak and read French."
Mrs. Carter elaborated, "What I would like to see, and actually one of the reasons I came,
is that I would like to have some sort of courses offered in the evening, or during the
summer months." Knowledge of French, at least to a minimal level, would allow these
parents to feel more helpful, at least during the primary years. Mrs. Carter specified the
desire "to be able to read the easy French novels" with her daughter. Most seemed
content with a course that would give an overview of the alphabet and counting that they
could access during their child's early school years. Mrs. Ellis had clearly reflected on
this at length and pointed out, "One idea I've had in my mind for quite a while, and I'm
glad to have a chance to say it now, is it would be nice as the children get older and get
into the elementary grades, (that) there would be some kind of a little handbook that
English-speaking parents could have with brief sentences, . . . sentences that you could
use almost on a daily basis, ' Come in for dinner', that kind of thing, that you could
practice and say in French. And at least your child would realize that you' re making an
effort to learn along with her and you don't feel so left out of the process and you still
feel like you're helping them out".

Immersion Parent Concerns

25

Along with this, Mrs. Gardner expressed a need for "a brief on ABC's and
counting so that we could help our pre-school children and help with early learning, that
would be excellent." And the parents noted they wanted to continue to read and study in a
worthwhile manner even during the summer. Mrs. Carter stated, "Something that I would
like to have come home is books, the easy-read books for my child, and things that we
could work on, so that it doesn't stop when the school year is through; (so) that we can
continue to work on things at home that need practice." Yet another related idea emerged
supporting the development of a brief curriculum overview for the term. "If we could,
every season perhaps, get a one page outline of what's going to be covered in specific
subjects such as in Social Studies, Science" was Mrs. Ellis' suggestion. A list ofFrench
videos and books that could be borrowed from the school and reviewed was also deemed
beneficial. In this way, the parents felt they could better focus their study time even if
there was no assigned homework. These suggestions and comments indicated that these
parents have a great desire to support their child's learning and that they had reflected on
many ideas at length.
The notion of tutoring generated comment also. Mrs. Foster indicated, "We don't
have a list of tutors, and so who do you go to? You go to your child's teacher, and that
(creates) extra time and work ... so to have a list of French tutors would be a real benefit".
When probed, the participants indicated unanimous interest in utilizing French tutors but
were unaware of how to locate such people. It was clear that parents had received
suggestions for extra work or summer practice from some teachers, but were not always
able to adequately instruct their child. When prompted regarding their desire for a list of
available high school students and French speaking adults who would offer tutoring

- . - - - - - - - - - - - - - - - - - - - - -- -- - - -- --.
Immersion Parent Concerns

26

services, the group, through consensus, appeared to express both interest and a
willingness to pay for such services.
The annual book fair held in the school library also drew comments from the
participants. "I found that at the Book Fair, that there haven't been many French books"
said Mrs. Gardner. Mrs. Ellis felt the need for a "wish list where we could decide to
donate some money" so that specific, useful texts and videos could be acquired for the
students during the sale.
Once again the importance of a French course for parents was highlighted through
the participants comments. Other suggestions included: a parent handbook, brief
curriculum overviews each term, book and video lists, as well as a list of available tutors.
Clearly, these parents indicated they were willing to offer both time and money toward
further supporting their children's academic learning.
Communication between home and school. Communication with the teacher
generated a fair amount of discussion. Mrs. Foster pointed out the importance of parentteacher contact. She said "I think just being parents and being supportive .. . letting your
child know that you care if they are having problems ... (involves) going in and seeing the
teacher on a regular basis in a casual way .... Regularly, regularly." The group seemed
unanimously concerned, though, that teachers always seemed too busy to stop and
discuss their child's progress on a drop-in basis, yet keenly aware that they wanted to
demonstrate that they care about their child's progress. Mrs. Ellis explained, ''I find,
particularly at this time of year, but other times of year as well, that sometimes the
teachers seem so overwhelmed ... and you sometimes feel intimidated as parents who
want to hang around after school and start asking questions .. . So try[ing] to plan around

Immersion Parent Concerns

27

another time where both parents and teachers are relaxed in a better setting might help."
Mrs. Foster also offered the suggestion that the parent make contact and set up an
appointment so that she could be assured the teacher' s undivided attention, "because he
or she could be on their way to a meeting, or overwhelmed ... I think setting up
appointments that work for both the parent and the teacher can alleviate that". Mrs. Dell,
on the other hand, recommended that teachers consider offering up one or two days a
week as visiting days, "and that way a parent can kind of plan that Thursdays are a good
day, so we'll probably keep that time available". This would allow parents to feel at ease
in discussing their child' s progress more regularly while allowing the teacher flexibility

in controlling the schedule. Again these parents quickly offered detailed suggestions,
likely indicating that they had previously reflected on these issues and were willing to
participate in problem solving.
Further to the discussion of home-school communication was the idea that the
school planners were underutilized. The local Canadian Parents for French group
sponsors the purchase for French day planners for each child in Immersion each year.
According to Mrs. Barker "I think that with the planners what we have there is a tool
available and lots of times it is used for notes back and forth, but I think to encourage that
more from the teachers and equally from the parents, and if there is something quick, you
know maybe it's about some topic that they are working on, whether it's Science or
Socials, or whatever, you could just say, this isn't working for so and so at this time,
consider helping in these ways, or whatever. Or come and see me, that kind of thing. That
tool could really be utilized in that way". The body language of other participants, in the
form of nodding assent, indicated they too felt it would be beneficial if teachers would

Immersion Parent Concerns

28

write notes more regularly in the planner, so that they could be alerted to possible
concerns without waiting for a formal meeting.
There was also discussion around the fact that Immersion students are offered
French planners. Mrs. Carter noted that she was unable to complete the suggested
activities because of her lack of understanding of the text "Some of the activities, when
we go to do them, I'm looking up every word and making sure that I think I know what it
says, but I don't want to do it incorrectly". She then queried the possibility of acquiring
bilingual planners.
With respect to home-school communication, these parents were adamant about
the importance of regular contact with the teacher. They suggested that meetings were
more effective if planned in advance or if teachers would offer certain days as available
for informal discussions. Bilingual planners and a more regular use of the student
planners for relaying information, by way of notes and comments from both parents and
teachers, were also recommended.
Social connections outside ofschool. Mrs. Dell reflected that she knew a
Francophone couple with school age children and that they had become a strong support
network for her family. She noted that "the kids really excelled ... they found French as a
fun thing rather than an educational thing". Her children became eager to visit with these
friends and readily spoke French with them. Mrs. Ellis noted that they had taken in an
exchange student from Trois Rivieres, Quebec and that this had very positively
influenced the children' s attitudes toward the French language. "It was wonderful. It was
an eye-opener for my daughter, even though she is in her early elementary years, to be
able to converse with a teenager, get her ideas of experiences, being in different

~..------------------------ -

-- ---- Immersion Parent Concerns

29

households (and) traveling." Furthermore, Mrs. Barker recognized the possibility of
exploring French-speaking locales during vacation times, and of inviting Francophone
Katimavik participants and French monitors to stay in their home.
Along this vein, Mrs. Barker noted that having an older sibling to model French
was useful and that it was important to positively reinforce their use ofFrench, as it
would sometimes spontaneously occur. '"Having an older sibling really helps with
translation and directions for the younger ones, as well as having several children in the
French Immersion program, it gives them each other to converse with and sing with and
play with. And I find that they do that spontaneously on occasion. The other thing that I
find helps is continuous positive reinforcement. Just saying ' Way to go, you are speaking
French ... and you're doing awesome. And we love to hear that' ." Another suggestion, by
Mrs. Gardner, related to the possibility of organizing regularly scheduled French
playgroups for interested Immersion families. "I think it would be kind of interesting if
they had a group where they could just have conversational French, like sort of a play
group, where you could just go and people would do games in French, maybe in the
summer (or) even during the school year."
These parents recognized the value of contact with other French-speaking
individuals outside of the classroom. Participants also felt their children responded well
to positive feedback when they spoke French at home.
Summary
Many ideas surfaced during this focus group discussion. Supporting their
children' s academics was clearly a priority for these parents. While they recounted
frustrations around assisting with French homework, they were quick to provide

Immersion Parent Concerns

30

thoughtful suggestions for resolving these difficulties through improved parent-teacher
communication and parent involvement. Furthermore, these participants expressed both
willingness and desire to offer even more physical and financial resources to improve the
level of academic support available for their children.
As a final note, participants chose to outline some successful supports that were
already being implemented locally. Mrs. Gardner appreciated the French summer day
camp that was offered this year by several teachers. Mrs. Barker mentioned the notes
from the teachers regarding dictee, which offered English translations and pronunciation
clues. "Teachers make a really good effort to write down instructions in English and
sound out the dictee words in English, with the phonetic spelling of them in English,
ways that we'll understand". It was also appreciated that many teachers allow parents to
generate speech texts for Concours (an annual French speech contest) with their child in
English. According to Mrs. Carter, "we just write it in English and then the teachers
translate that into French and then as well give a tape so that our children can practice the
right pronunciation of all the words." Finally, Mrs. Carter noted with excitement that one
teacher had discovered French sites that were available on the Internet, and that French
books could, in fact, be downloaded "and it's absolutely wonderful because she can come
home and she reads to any family members that will listen to her".
Discussion
The comments made by the participants of this focus group centered around three
main themes: home-school communication, linguistic and academic support, and nonacademic connections. Many valuable suggestions emerged and the discussion was

-..--- - - - - - - - - - - - - - - - - -- -- -- - - - - Immersion Parent Concerns

31

fruitful as a first step toward improving the support network available to our local
elementary Immersion students and parents.
As stated previously, past research into parent attitudes surrounding French
Immersion centered on satisfaction surveys. This particular research departed from this
approach by delving into the specific issue of Anglophone parents providing academic
and linguistic support at home. It provided a qualitative sampling of information. Parents
were given the opportunity to select topics for discussion and to express their views
regarding the difficulties faced when supporting their Immersion child' s education at
home. In this final section the current findings are assessed in light of the previous related
research and possible implications and future directions are discussed.
Linguistic and Academic Needs
All of the parents in the focus group indicated that they spent time assisting their
child with homework on a regular basis. One main difficulty noted was a lack of
proficiency in French, which restricted the level of support they could provide. Mrs. Ellis
explained, "Sometimes it is difficult when reading French stories to my daughter to know
some pronunciation of the words properly __ . and also understanding what I am reading to
her". Later Mrs. Carter picks up this thread and states, "I would like to have some sort of
courses offered in the evening or during the summer months". The Ludanyi (1972)
research supports these notions by highlighting the importance of ongoing training for
their instructors throughout the implementation of the program. Their sessions focused
on linguistics and instructional techniques. This parent sample indicated interest in
learning about the basic vocabulary, grammatical constructs of the language, and
elements of pronunciation. Mrs. Barker summarized her feelings concisely when she said,

Immersion Parent Concerns

32

"I think the biggest thing would be, it would be much easier to be able to speak and read
French".
This would seem to indicate that our parents might need some formal instruction
regarding ways to assist their children at home. A support to consider for future
implementation would be a beginner French course for Immersion parents. It is certainly
clear that ongoing discussion was key to all programs in the Ludanyi (1972) report and
that parents often operate in relative isolation when it comes to helping their children
with schoolwork. Perhaps a regular schedule of group meetings would also help bridge
the communication gap between the parents of Immersion students, thereby allowing for
greater sharing of ideas and instruction of tutorial skills.
The resource document Using the Foreign Language Assistant: A Guide to Good
Practice (Central Bureau for Educational Visits and Exchanges, 1977) held a link to
another element that drew marked attention from the focus group: tutoring. Parents in this
study indicated that they were providing spelling list and verb practice, helping with
speech writing, and reading with their children. Mrs. Foster expressed that "Unless we
have French tutors- if our children are having a problem- I don't know how much more
as parents that we can actually help them with". When questioned further the group
indicated that it had not had contact with local French tutors, but unanimously nodded
assent when asked if it would use the services of tutors if available. The British book
indicated that French Language Assistants could be hired to provide outside tutoring and
instruction to assist with the types of activities parents felt unable to support successfully.
This would be possible locally with the cooperation of our French monitors (a resource
person provided bi-annually by the federal government) and other interested bilingual

- , . - - - - - - - - - - - - - - - - - - -- - ------

-- - -- --- -

Immersion Parent Concerns

33

citizens. Services could include tapes of stories, vocabulary and dictee words for student
use at home as well as regular tutoring or help with French homework.
Williford ( 1979) also discusses a potential source of competent tutors in the form
of high school Immersion students. In her program the older students were offered credits
for providing assistance in oral language skill development within the elementary
schools. The efforts were well received and participants at both levels deemed the
intervention successful. This certainly suggests that local secondary students could
provide extra speaking, reading, and writing practice for these local parents today. It
follows that one could suggest that high school students consider developing a setting in
which young Immersion students could practice French in a fun, non-school setting as
these parents recommended. Mrs. Gardner indicated that it would be nice "if they had
some kind ofprogram ... (where they) could just go and practice and play in French (that)
isn't in the school environment".
Mrs. Gardner and Mrs. Ellis highlighted the need for a brief handout for
Immersion parents regarding the main objectives for each term, and an overview of basic
French pronunciation and alphabet, as well as lists of associated books, videos and other
resources that could be borrowed by parents. Implementation of these ideas hinges on the
participation of the French Immersion teachers. Whale (1990) recognized the importance
of parents providing such resources as verb books and dictionaries. The school and
school district, however, can assist in making available the recommended resources.
There is certainly room for investigation and contact with other school districts to find
out whether preview and suggested resource documents exist elsewhere. In this way there

Immersion Parent Concerns

34

might be no need to invent an original work; one could more simply adapt the resource
booklets to suit the needs of local parents.

Home- School Communication
The topic of home-school communication is not dealt with in the available
research because parents themselves were not directly involved in these studies. In this
focus group it was clear that, according to Mrs. Foster, discussions with the teacher were
key to assessing the child' s progress and to demonstrating the parent's level of caring and
concern to the child. Mrs. Dell' s suggestion of offering up one or two days per week as
open for parent- teacher discussions could be presented to teachers through the monthly
French Immersion meetings. The issue of the school planners is also one that can be
addressed at the school level. The French Coordinator or school principal could
investigate the availability of bilingual planners in response to Mrs. Carter' s concern that
she was unable to complete the accompanying activities. In the event that only unilingual
planners exist, we could consider offering parents the choice of a planner in French or in
English prior to placing the annual order.

Social Connections Outside ofSchool
These local parents noted that they had made efforts to provide French
experiences outside of the regular school setting for their children. Mrs. Dell mentioned
contact with a Francophone family and Mrs. Ellis' family had taken in an exchange
student from Quebec. Mrs. Gardner also pointed out the advantages of older siblings
modeling French and the value of the French summer camp that several of the teachers
had offered. These supports were reflected in the research. Ludanyi (1972) indicated the
use of songs, games, dances, art and stories were prevalent in their approach in order to

Immersion Parent Concerns

35

provide a French-Canadian cultural connection. These are precisely the types of things
that could be addressed through contact with Francophone people and through
participation in French summer camps.
Distance from a French cultural center also figured in the Klinck (1980) study
completed in Calgary. She noted that her students indicated a desire for more cultural
connections. As a result, she recommended increased use ofFrench videos and television
shows, as well as guest speakers and slide shows to help bridge the cultural gap thereby
allowing second language learners to witness French in real contexts.
Williford (1979) bears a similar focus in highlighting the conversational
aspects of language learning through fashion shows, skits, games and songs. Here we see
the benefit of using readily available local French speakers in the form of high school
Immersion students who may well find it beneficial also to apply their knowledge of
French in new settings such as French camps or playgroups.
All in all, the participants indicated that this focus group meeting had been
interesting and informative. In fact, all chose to stay for an hour after the scheduled time
to continue the discussion off- the- record. There was interest expressed in regular
meetings of this type to share ideas and resources.

Conclusion and Recommendations

lmplications f or Further Research
Given that few research studies were available related to this question, I find that
there are many directions for future exploration. The present study has provided an indepth look at the ideas and opinions of a group of Anglophone French Immersion parents

Immersion Parent Concerns

36

from a small city in Northern British Columbia regarding their concerns and the
resources they would like to have available to them. Subsequent studies could involve
focus groups or individual interviews of parents from other communities of varying size
and location. It would also be of benefit to target the needs of the parents of intermediate
students more specifically. In addition, responses from larger numbers of parents could
be elicited through the use of surveys with the information from this study providing a
framework for the questions. This would be of particular benefit in determining whether
certain offerings, such as French courses for parents and French summer camps, would
be viable locally. Similarly, a survey could be designed to compare the perceived needs
of Immersion parents as compared to parents of English students in the regular program.
Recommendations

The ideas presented by the parents in the course of this focus group interview
were practical and worthy of consideration by other parents, French Immersion teachers,
the local CPF, and the local school and school district. These parents quickly recognized
the value of sharing their concerns and ideas publicly. They were eager to continue the
discussion and to recommend that future meetings be planned to continue the dialogue
around supporting academics at home. Future discussion times could be planned by the
principal, an Immersion teacher or the French Coordinator, or by the local chapter of the
CPF using part of their regular monthly meetings.
The CPF could also look into the availability of funds and interest level of their
membership regarding a beginner French course for parents. The school district's
cooperation could be sought for provision of a locale for the classes and, perhaps,
recommendations of qualified individuals. The development of a curriculum outline or

Immersion Parent Concerns

37

overview booklets could be a project spearheaded by the school district and, since the
provincial curriculum is consistent in both English and Immersion, it could even be
designed for use by all parents with further suggestions and adaptations specific to the
Immersion environment. It would also behoove the school district to offer Career and
Personal Planning course credits to high-school Immersion students who tutor elementary
students or offer French summer day-camp experiences.
The school could look into the availability of bilingual planners, or alternately
offer parents the choice of a planner in French or in English. Dictionaries, verb books and
other useful print resources could consistently be made available through the school for
parent purchase.
French Immersion teachers could also play an important role in furthering this
dialogue. First and foremost, the teachers could participate in any follow-up meetings
sparked by this study. If possible, teachers could make available certain days for parents
to stay after school to discuss their child's progress. This might be handled through a
sign-up sheet on the classroom door or via monthly newsletters and notes in student
planners. The teachers and librarian could also make recommendations of familiar
English stories and videos that are available in French and could help provide more
information about the objectives under study each term.
In terms of providing accountability, the teacher hired as District Language
(French) Coordinator would be an excellent liaison between the school district, the high
school and elementary school, the parents, and the teachers. This person could be
afforded the time and resources to support and follow the implementation of many of
these recommendations.

Immersion Parent Concerns

38

Through the course of this study, I found myselfbecoming more aware of parent
needs as I planned my instruction. It was enlightening to listen to the parent's express
empathy for the teachers in terms of their workload. I was heartened by the admission of
some to having brought ideas they had wished to share for some time. I have also
reflected deeply on many of their suggestions, some I have already implemented. I have
also shared some of the ideas with my colleagues. Improved dialogue with the parents of
my students has been the greatest benefit I have noted to date. The local CPF has also
invited greater input from the teachers regarding the possibilities for tutoring, summer
camps, and adult French courses. It is encouraging to see that this focus group study has
already helped spark a deeper connection between the parents and the Immersion teachers
at our school. Even more powerful would be the continuation of this type of dialogue
with parents along with the implementation of the recommendations already made.

Immersion Parent Concerns

39

References;
Burns, G. & Olson, P. (1983). Implementation and Politics in French Immersion:

Analysis, Discussion and Recommendations on the Social Effects of Implementation in
Northeastern Ontario Communities. Toronto, ON: Ontario Institute for Studies in
Education.
Canadian Parents for French. (2000). The State of French Second Language

Education in Canada 2000. Ottawa, ON: Author.
Central Bureau for Educational Visits and Exchanges, London (England) (1977).

Using the Foreign Language Assistant: A Guide to Good Practice. London, England:
National Association ofLanguage Advisers.
Klinck, P. (1980). Evaluation of the Drop-in Centre, French Centre, University of

Calgary, 1979-1980. Calgary, AB: University of Calgary.
Ludanyi, R.P. (1972). Content Analysis Schedule for Bilingual Education

Programs: The North County Bilingual Project. New York: City University of New
York, Hunter College Bilingual Education Applied Research Unit.
McEachern, W. (1980). Parental Decision for French Immersion: A Look at Some
Influencing Factors. The Canadian Modern Language Review, 36, 238-246.
McGillivray,

W.R.

(1990).

Administrative

Challenges

of Early French

Immersion. In B. Fleming, & M . Whitla, (Eds.), So You Want Your Child to Learn

French! (2nd Rev. ed.) (pp. 25-30). Ottawa, ON: Canadian Parents for French.
McGillivray, W.R. (Ed.). (1985). More French S'il Vous Plait! Canadian Parents
for French. Ottawa: Mutual Press Ltd.

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McMillan, I. H. & Schumacher, S. (1997). Research in Education: A Conceptual
Introduction. New York: Addison Wesley Longman, Inc.
Vaughn, S., Schumm, J.S ., & Sinagub, J. (1996). Focus Group Interviews in
Education and Psychology. Thousand Oaks, CA: Sage Publications, Inc.
Whale, D. (1990). The Parents' Role. In B. Fleming, & M. Whitla, (Eds.), So You
Want Your Child to Learn French! (2nd Rev. Ed.) (pp 25-30). Ottawa, ON: Canadian
Parents for French.
Williford, M. (1979). The Answer: High School Foreign Language Tutoring.
Foreign Language Annals, 12, 213-214.

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APPENDIX A: Letter of Permission
Belinda Harrison
3474 Robin Rd.
Quesnel, B.C.
V2J3R2
School Superintendent
School District
City
Postal Code
Dear Sir or Madam,

As you are likely aware, I am a member of the Quesnel Master's cohort through the University of
Northern British Columbia. Currently, I am planning a research project as my final step in
completing the program. I am writing this letter to request permission to conduct my study. My
intent is to set up a focus group of interested Anglophone parents of French Immersion students.
Through discussion I hope to determine their primary concerns related to supporting their child's
education at home. As well, I will ask them to suggest types of supports they may find useful in
allowing them to provide increased academic support.
All French Immersion parents will be invited to participate and one or two focus groups will be
designed from among the interested volunteers, with a maximum of 10 participants per group. It
is anticipated that the focus group sessions will take place in the school library during the month
of June. It will be made clear that parents have the right to withdraw from participating at any
time during the study. All information gathered will be kept confidential, though true anonymity
cannot be assured due to the open nature of the focus group sessions. Discussions will be taperecorded with speakers identified by number only. The tapes will subsequently be transcribed
and held in a locked filing cabinet at the school until they are destroyed after the completion of
the work. All Participants will be informed of their right to withdraw from the study at any time.
The results of the study would be made available to the school district and to the participants.
It is my hope that in allowing parents to voice their concerns and outline their needs, the overall
integrity of our school district's French Immersion program could potentially be strengthened.
This may result in greater academic success for the students and improved student retention. In
addition the teachers and the school district would be in a better position to respond to
Immersion parent needs.
I am requesting the school district's permission to conduct this research focus group. I would
appreciate your response at the earliest convenient time. If you have any questions, please
contact me at 992-8895 or Paul Madak at UNBC, (250) 960-6520. Complaints should be directed
to the Office of Research at UNBC. Thank-you for your consideration of this request.
Respectfully yours,

Mrs. Belinda Harrison

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APPENDIX B: Request for Focus Group Participation

Dear French Immersion Parent/ Guardian,
I am currently conducting a research study as part of my course requirement toward my
Master's degree. My intent is to conduct a focus group interview session allowing
English parents to express their needs regarding assisting their French Immersion
children at home. There will also be discussion of the types of supports that might be of
use to you as Immersion parents. I would like the focus group to be made up of 6 to 10
volunteer participants. The session will take place at the school. The time commitment
involved is limited to 60 to 90 minutes for one evening only. Due to the open nature of a
discussion group, anonymity cannot be assured, but I will endeavour to assure that
confidentiality be maintained throughout the study. Though the session will be taperecorded, speakers will only be identified by number on the tape and no parent names
will appear in the final written project. Upon completion of the study the audiotapes will
be destroyed. Furthermore, you are free to withdraw from participation at any time.
It is my experience that parents often have questions regarding supporting their child's
school learning as these are often expressed to me informally through conversation. The
information gathered through the focus group will allow the teachers and the school
district to better respond to you specifically as English-speaking Immersion parents in
Northern British Columbia. My hope is that by allowing you to identify your needs the
overall integrity of the French Immersion Program could potentially be strengthened.
This may result in improved academic performance for the children, and improved
communication and understanding of the French Immersion curriculum for you.
If you are interested in being a member of this research study focus group, please fill out
the attached sheet and return it to the school office or to me as soon as possible. Two
weeks from today I will select participants in the order the forms were received. All
forms will be date stamped upon receipt. I am requesting that one parent represent the
views of a family. It is important to note again that you may withdraw from participation
at any time during the study. A copy of the results will be made available to all
participants upon completion. If you have any questions or concerns please don't hesitate
to contact me at 992-8895 or 992-8383. Paul Madak is also available through UNBC at
(250) 960-6520. Any complaints should be addressed directly to the Office of Research at
UNBC. Thank-you for your support.
Sincerely,

Belinda Harrison

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French Immersion Focus Group Consent

I would like to participate in the French Immersion parent focus group at the elementary
school with Belinda Harrison. I have read the information in the attached letter. I
understand that my involvement is voluntary and that I may withdraw at any time.
Name of Parent Participant _ _ _ _ _ _ _ _ _ _ _ __ _ _ __ _ _ _ _ __
My child(ren) is/are in _

primary _

intermediate FI (check one or both as applicable)

Phone Number - - - - - - - - - - - - - Mailing Address ______________________

Signature ____________________________

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APPENDIX C: Sample focus group dialogue
Mrs. Gardner: I have difficulty with the kinds of support that are suggested, the videos,
the French television, the French radio, etcetera. And we tried things like that, but
because I don't understand French they lose interest. They're not interested because at
this young age they don't understand, and so for them to sit there and watch it is very
difficult, and so they don't bother. And it is difficult for me to sit there when I can't
understand what's going on either.

Mrs. Carter: What I would like, and actually one of the reasons I came is that I would like
to have some sort of courses offered in the evening, or during the summer months, for
French Immersion parents, so that we can learn along with the kids. And when they get
older I am just, like I said before, I'm worried that she's going to falter when she gets
older because I can't help her do the things that might be expected of her then.

Mrs. Foster: The kinds of support you want to give, not even being able to speak French,
I think just being parents and being supportive in knowing that. It's letting your child
know that you care if they are having problems, and that would be going in and seeing
the teacher on a regular basis in a casual way. This is what I've tried to do for the last
four years with one of my children, and it's, you get lots of information, and I think that's
a huge support without actually knowing how to speak and read the language. Regularly,
regularly.

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Mrs. Ellis: I find, particularly at this time of year, but at other times of year as well, that
sometimes the teachers seem so overwhelmed with the teaching and what's going on and
the programming, and you sometimes feel intimidated as parents who want to hang
around after school and start asking questions, making sure your child is up to what
everybody else is doing in school. And you don ' t want to bother her because she's tired
and she still has to do classroom marking before she gets home. So try to plan around
another time, where both parents and teacher are relaxed in a better setting might help.
Moderator: The issue of the teacher being overwhelmed and you feel like you're kind of
interrupting if you stop and try to get information, is there a way to resolve that? Do you
have any suggestions about how we could resolve that issue and help everybody feel
more comfortable with it?

Mrs. Foster: I think setting up appointments that are easy for the teacher and the parent,
not just going in after school and saying, "I'd like to discuss Joe with you." Because he or
she could be on their way to a meeting, or overwhelmed, so I think setting up
appointments that work for both the parent and the teacher can alleviate that.

Mrs. Dell: Maybe at the beginning ofthe year if parents are kind of notified when is a
good day or a time to reach the teacher to set up an appointment, and what day would be
a good day, and that way a parent can kind of plan that Thursdays are a good day, so
we'll probably keep that time available.

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Mrs. Barker: Under the category of what we need, I think something that I've found
difficult to keep up with sometimes, maybe because we don't come in on a regular basis,
is that information on a regular, in a regular way, whether or not there are any obstacles
or problems or concerns. And I think that with the planners, what we have there is a tool
available, and lots of times it is used for notes back and forth, but I think to encourage
that more from the teachers and equally from the parents. And if there is something
quick, you know maybe it's about some topic that they are working on, whether it's
Science or Socials or whatever, you could just say, this isn't working for so-and-so at this
time, consider helping in these ways or whatever. Or come and see me, that kind of thing.
That tool could really be utilized in that way, as it is in some cases. I think that's a good
tool, especially for bus kids.

Mrs. Foster: On the what do you need question, I think there is only so much as parents,
that we can actually learn, unless we go to university or to school, and you can only
expect so much. And I think that when your children are in primary grades, as parents
you learn as much as you can, because I think it's unrealistic to actually, like I know
myself, there's no way I could go to a class and learn. I have Grade 11 French. So I think
it's communication and being there lots and that, unless we have French tutors, if our
children are having a problem I don't know how much more as parents that we can
actually help them with.

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Mrs. Dell: I found a great support system. We have a couple of friends that are French,
and the kids really excelled ... they found French as a fun thing rather than an educational
thing. They get together with these friends and speak French with them.