Captain Jelly Belly officially enters the public school system in September, starting in Junior Kindergarten. Although JK is in English, French Immersion begins in Senior Kindergarten, so we’re already trying to decide what we are going to do about that. It’s turning out to be a very hard decision, and even though we have several months to think it over, it will probably take us that long — at least — to figure out what to do.
On the pro side, our kids would get to learn a language when their brains are flexible enough to easily absorb it, and some studies have shown that learning a second language as a child makes you a better problem solver and creative thinker later in life. Since our country is bilingual, knowing French will help you in the workforce, either working for the government or any other position that involves dealing with the public. Most of our friends are putting their kids in French Immersion, so the Captain will be able to stay with the kids he already knows.
On the more abstract side, it appears that the existence of French Immersion — which is very prevalent in Ottawa, in that practically every public school has a program — has created two “streams” of students. Teachers advise parents on who will and won’t do well in FI, and usually, they recommend that kids with good language skills and who are quick learners go into the FI program. As a result, the “smart” kids are heading into FI — FI kids consistently have better test scores than the English streamers — while “problem” kids or kids with learning or social problems are streamed into the English program. And so, even though we are not sold on FI, since the Captain is clearly quite clever, we want him to be in the “smart kid” stream, don’t we? Ironically, detractors of immersion often cite this situation as “elitism,” and use it as an argument to eliminate FI altogether. But since I don’t see that happening any time soon, maybe we should take advantage of the more “advanced” stream that is being created, and put our son in that.
On the con side, though, is that the first few years are going to be really hard. There’s no doubt that FI kids lag behind English stream kids in terms of English comprehension and vocabulary for at least the first three or four years, and their skills in other subjects are also behind, as the focus is on learning the language, not the math/history/spelling basics. Apparently, the FI kids will “catch up” by grade 5 or 6, but you have to be pretty damn committed to the program to watch your kid strugging with reading in grade 4 and not think that something is wrong. Also on the con side is that the French that is taught in FI is “official” French, meaning from the dictionary — slang is not covered. Since we don’t speak any French at home, there is plenty of evidence that by the time CJB reaches grade 8, he’ll be “school fluent” — able to translate his English thoughts directly into French — but actually unable to carry on a real conversation with natural French-speakers. Anecdotes on the internet from people who have been through FI say that they find it easier, in Quebec or even France, to just find an English-speaking person, than to try to struggle through their French phrasing. So, what is the point of FI then?
And another con, which is big for me personally, is that FI kids often have trouble writing in English. Although their reading and speaking skills in English will catch up, eventually, their writing skills, particularly advanced grammar and spelling, will always suffer. I value my writing skills highly, and in today’s internet world, where kids are already using “l8r” and other such crap to communicate, I can’t imagine what kind of illiterate goon we might produce if he goes through the FI stream.
And lastly, I read an interesting article online written by a woman who had started her son in FI, but then pulled him out around grade 4. Her reasoning was that he had lost his love of learning. His whole school career was focussed on learning the mechanics of the language; his natural curiousity in the subjects themselves had disappeared. Whereas he used to be into art and math and reading, instead, he now was completely geared towards just learning to talk. He couldn’t ask questions about his favourite subjects because he didn’t have the vocabulary; he couldn’t enjoy his classes because part of the time, he just didn’t understand. Sure, that would all “work out eventually,” but by then, maybe his ability to think of school as a fun place of happy learning would have disappeared.
One option is to put our kids in “late” French Immersion, which starts in grade 4, instead of in Kindergarten. Apparently, this will give them time to cement their English skills a bit better, but also start them early enough that they can become fluent in French. But one major drawback for us for this case is that our local school only offers FI starting in Kindergarten. If you want late FI, you have to switch schools, and by the time he’s in grade 4, I can’t see CJB wanting to leave all his friends for a new place where they don’t even speak his language. So it looks like it’s SK or nothing, for us.
Anyway, I wanted to get some of my thoughts on this down while we were thinking about it, and I also wanted to invite anyone out there with an opinion to weigh in. I think is slightly pro-FI, and I am more than slightly against-FI, so if anyone out there went through it, or knows someone who went through it, or knows someone who knows someone who knows someone who went through it, I’d love to hear what you have to say.