1. Welcoming English Language Learners into French as a Second Language Programs
Elizabeth Hoerath
Manager FSL Policy and Implementation Unit
Ministry of Education

2. “FSL programs are for all students”
What research, policies and strategies are available to support this statement?
In its ongoing efforts to strengthen FSL programming in Ontario, the ministry released A Framework for French as a Second Language in Ontario Schools Kindergarten to Grade 12 in One of the guiding principles of this document is that “FSL programs are for all students” (p. 10). As a result, a companion document was written in 2015 called Including Students with Special Education Needs in FSL Programs. Consultations during the development of this document resulted in a provincial discussion regarding inclusion in FSL Programs and many boards continue to make positive changes as students with special education needs participate in FSL programs.
It was also very apparent that although French as a second language is a compulsory subject in Ontario, and although research reveals that learning a second or third language provides many benefits, some English language learners continue to be exempted from participating in FSL programs. A review of current research supports the concept that multilingualism has many benefits, such as facilitating English proficiency, improving career opportunities, and enhancing understanding and appreciation of global diversity.
As a result, the ministry released Welcoming English language learners into FSL Programs in September Its purpose is to promote discussion among various stakeholders about issues related to the inclusion of English language learners in FSL programs by summarizing research findings, providing concrete examples of supports to leaders and teachers and through examples of case studies. It builds on A Framework for French as a Second Language in Ontario Schools, Kindergarten to Grade 12, with additional case studies, research and strategies relevant to English language learners.
Overall, it is important to recognize that all students deserve equitable access to these potential benefits, regardless of their backgrounds. However, decisions about the placement of students in an FSL program or course should be made on a case-by-case basis keeping in mind their individual strengths and needs.

3. Welcoming English Language Learners into FSL Programs, p.10
FSL educators are well suited to supporting English language learners. The strategies that both FSL and ESL educators use to support student learning are similar and, as such, can provide a smooth transition for English language learners entering FSL programs.
This quote from Callie Mady from page 10 of the document reinforces the ease of transition for most English language learners who participate in FSL as the strategies used in FSL programs are so similar to the strategies ESL educators use when teaching ESL.
Welcoming English Language Learners into FSL Programs, p.10

4. Mindsets
There are however, generalizations and misconceptions that persist. Here are a few you may have encountered; consider the impact of these beliefs on participation in FSL.
Fixed Mindset
Students need to learn English before they can learn French
Only certain types of students are successful in French
We can’t modify an FSL program
Learning more than one language will negatively effect achievement “It would be a burden for that child”
The second section of the document helps us challenge these notions through a review of research.

5. Three Key Findings
Research on the participation of English language learners in FSL programs is clear: English language learners do as well as, or outperform, English-speaking students in FSL. All students stand to make significant cognitive, social, and academic gains through participation in FSL programs.
Three key findings emerge on the participation of English Language Leaners in FSL programs.
As we can see in the first two bullets on the slide, researchers do see a positive correlation.
English language learners benefit from learning FSL. This is not a surprise because FSL teachers are seen as “some of the best trained to meet English Language Learners needs” as they are experts in teaching language and many of the strategies that they use regularly in their classrooms are recommended as best practices for English Language Learners.

6. Is this second finding surprising to you?
As you can see, Callie Mady’s studies have proven this several times. In a recent study in 2015, Mady used the DELF at the A2 level in all four areas, reading, writing, listening and reading to determine her results.
Other researchers used different methods that determined similar results. One factor that also was considered was the fact motivation for English language learners might be higher, which may be a result of their parents motivation as we have already noted.

7. The final finding focuses around how mindsets based on misconceptions may negatively influence access to FSL programs.
As you can see, despite the best intentions, decision makers sometimes feel that the focus should be solely on learning English and that if the student takes FSL, this might negatively effect the student’s English progress. As a result, many students are counselled out of FSL. This mindset can be referred to as a “subtractive model” of language learning. Educational researchers, however, have consistently found that learning additional languages adds to, rather than subtracts from, learners’ overall cognitive, metacognitive and social skills.
The school principal and other leaders play a key role in these matters.

8. What might Welcoming English Language Learners into FSL Programs look like?
A range of supportive strategies are presented in the document for English language learners who are enrolled in FSL programs. There are also professional resources available on the Transforming FSL website that support teachers and school leaders in implementing an inclusive approach. (animated images)
Accessible information regarding FSL programs
Getting to know students and communities
Differentiated approach

9. English language learners are a diverse and growing population in many Ontario schools. As we increase our understanding of the language-learning potential of all students and continue to recognize the importance for all students of being able to communicate in both official languages, it is essential that we reflect on current practices.
As we have seen, this document offers many suggestions to ensure that decisions about program participation, including participation in FSL programs, are made on a case-by-case basis, taking into account the strengths, needs, and interests of the individual student.
We are working together to make FSL programs more inclusive by:
encouraging the participation of English language learners in FSL programs;
disseminating information regarding the benefits of FSL programs and dispelling some of the myths and misconceptions surrounding language learning;
providing multilingual information for parents about FSL programs, on school board websites and in brochures; and
including FSL teachers on school teams, including transition teams, to ensure that such teams reflect a greater variety of perspectives.
Welcoming English Language Learners into FSL Programs, p. 21