PEI PLA French Immersion cheat sheet

DELF/DALF scale: A1–A2 basic, B1–B2 independent, C1–C2 proficient; PEI FI teachers typically target B2+ for instructional language.

Oral production components: fluency, pronunciation, vocabulary range, grammatical accuracy, discourse coherence, and sociolinguistic appropriateness.

Written production: task achievement, coherence/cohesion, lexical resource, grammatical range and accuracy, and orthography.

Common French interference errors for English speakers: omission of determiners, wrong auxiliary (avoir vs être), false friends (actuellement = currently, not actually).

Registre: soutenu (formal), courant (standard), familier (informal); classroom instruction uses courant with explicit modeling of soutenu in written work.

Phonemes absent in English: /y/ (tu), /ø/ (deux), /œ/ (sœur), /ʁ/ (Paris), nasal vowels /ɑ̃/ (an), /ɛ̃/ (in), /ɔ̃/ (on), /œ̃/ (un).

Liaison obligatory after determiners and pronouns (les amis, vous avez); forbidden after et and before h aspiré (les héros).

Verb tense progression in FI: présent, passé composé, imparfait, futur proche, futur simple, conditionnel, subjonctif présent; subjonctif introduced around Grade 7–8.

CEFR self-assessment can be supported by the DELF/DALF portfolio; PEI does not require a specific certificate for FI teachers but fluency equivalent to B2/C1 is expected.

Krashen's input hypothesis: comprehensible input at i+1 drives acquisition; FI teachers adjust language (visuals, gestures, repetition) to keep input comprehensible.

Swain's output hypothesis: productive use (speaking/writing) forces learners to notice gaps and pushes them toward accuracy.

Cummins' BICS (conversational fluency, 1–2 years) vs CALP (academic language, 5–7 years); FI students may appear fluent socially while still developing academic French.

Early total immersion (PEI): 100% French in K–2, English language arts introduced Grade 3 (varies by board); late immersion begins later with more English prior.

Sheltered instruction: grade-level content taught in French with language supports (visuals, sentence frames, glossaries, pre-teaching vocabulary).

Teacher talk: use consistent routines, explicit instruction of functional language (e.g., 'Je pense que…', 'Comment dit-on…?'), and wait time.

Error correction: focus on meaning first; recast or prompt self-correction for high-frequency errors; avoid over-correcting during fluency activities.

Literacy transfer: skills in L1 (English) can transfer to L2 (French) if explicitly bridged; phonemic awareness and decoding strategies are language-general.

Motivation and identity: authentic tasks, student choice, and culturally responsive materials sustain engagement in FI.

Backward design (Wiggins & McTighe): identify desired results (curriculum outcomes), determine acceptable evidence (assessment), then plan learning experiences.

PEI curriculum: follows provincial outcomes; FI programs align with English program outcomes but may adjust timelines for language demands.

Assessment for learning (formative) vs assessment of learning (summative); FI teachers use both, with formative feedback in French.

Success criteria and rubrics should be written in student-friendly French and shared before tasks; include language and content dimensions.

DELF-style rubrics can inform FI speaking/writing assessment: task completion, coherence, vocabulary, grammar, pronunciation.

Portfolios and self-assessment (e.g., 'Je peux…' statements) support metacognition and align with CEFR descriptors.

Accommodations for FI assessment: extended time, oral responses, use of reference tools (dictionary, word wall), but not translation of content tests unless specified in IEP.

Reporting: PEI report cards include French language arts and content areas; comments should describe strengths and next steps in plain language for parents.

Balanced literacy components: read-aloud, shared reading, guided reading, independent reading, word study, writing workshop, oral language.

French phonics: grapheme-phoneme correspondences differ from English (ou=/u/, oi=/wa/, eu=/ø/, ch=/ʃ/, gn=/ɲ/).

Decoding strategies: segmenting, blending, using context and picture cues; teach high-frequency words (mots fréquents) explicitly.

Reading comprehension: literal, inferential, critical; use graphic organizers (schéma narratif, tableau SVA: savoir–vouloir savoir–appris).

Writing process: planifier, rédiger, réviser, corriger, publier; model text types (récit, lettre, rapport, poème).

Grammar in context: teach gender/number agreement, verb conjugation, sentence structure through mentor texts and mini-lessons.

Vocabulary instruction: tiered words, word walls, morphology (préfixes, suffixes), cognates (e.g., important/important).

Oral language: structured talk (causerie, débat), role-play, presentations; assess pronunciation, fluency, and interaction.

Literature circles and reader response in French build interpretive skills and sustain engagement with authentic texts.

Math in FI: use French mathematical vocabulary (addition, soustraction, multiplication, division, fraction, dénominateur) and word-problem structures; avoid translating entire problems.

Science: inquiry cycle in French (question, hypothèse, expérience, observation, conclusion); key terms (matière, énergie, écosystème).

Social studies: historical thinking concepts (cause/consequence, perspective, evidence) taught with French terminology (cause, conséquence, perspective, preuve).

Language objectives alongside content objectives: e.g., 'Students will explain the water cycle using sequential connectors (d'abord, ensuite, enfin).'

Scaffolds: bilingual glossaries, sentence frames, visual anchors, manipulatives with French labels, graphic organizers.

Conceptual understanding first; use L1 strategically for clarification only when necessary, then return to French.

Assessment in content areas: separate content mastery from language proficiency; allow demonstrations (diagrams, oral explanations) to show understanding.

Differentiate content, process, product, and environment based on readiness, interest, and learning profile (Tomlinson).

Tiered tasks: same concept, varied support (e.g., sentence starters, word banks, modeled examples).

Universal Design for Learning (UDL): multiple means of representation, engagement, and expression; apply to French tasks.

Language learners may need explicit instruction in academic vocabulary and sentence structure; use visuals and realia.

IEP/PLP: accommodations may include extra time, oral assessment, use of technology, reduced language load; modifications change expectations.

Response to Intervention (RTI): universal screening, targeted small-group support, progress monitoring; FI students can receive intervention in French or English as appropriate.

Cultural and linguistic diversity: value home languages, use culturally relevant texts, avoid deficit views of bilingualism.

Collaboration: FI teachers, resource teachers, speech-language pathologists, and parents work together to support language development.

PEI education governed by the Department of Education and Early Years; curriculum guides and outcomes are publicly available.

Teacher certification in PEI: Bachelor of Education or equivalent; French proficiency may be assessed for FI positions.

Professional standards: PEI Teachers' Federation code of ethics emphasizes care, respect, integrity, and trust.

Indigenous education: PEI curriculum includes Treaty Education and Indigenous perspectives; integrate into FI content where relevant.

Safe and caring schools: anti-bullying policies, inclusive language, and restorative practices.

Confidentiality: student information protected under PEI's Freedom of Information and Protection of Privacy Act (FOIPP).

Professional learning: collaborative inquiry, PLCs, and French-language professional development sustain pedagogical currency.

Parent communication: provide information in both French and English as needed; report cards and meetings should be accessible.