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HomeMy WebLinkAboutClinton News-Record, 1984-11-28, Page 21Page 2A --SCI .. N NEVI'S -RECORD, WEDNESDAY, NOVEMBER 28,1.984 Frenchinimersion ® no longeriookedon experiment in Ca a By Pitt -felt Raftis French Immersion is the latest hot potato for the Huron County Board of Education to handle. A public forum on the subject, held at Goderich District Collegiate Institute recently attracted 100 interested about , area residents. Whilemany attendance in were in favor of the French Immersion program, most came to learn the answer bo a number of questions traditionally posed the program's detractors. Billed as.a debate, the discussion was ac- tually a public information meeting, featuring three pro -immersion speakers. The first speaker was Russel McGillivray, a former supervisor of the Carlton Board of Education, one of the first public school boards in Ontario to im- plement the program. French Immersion first began, in the Ottawa -Carlton area, in 1970; as an experi- ment a few parents wanted to try, said McGillivray. It has since spread to the point where some boards in every province offer the program, with about 150,000 children across Canada taking part. "French Irmnersion is no longer looked on as an experiment. It's no longer a trial and error process — if it ever was," said McGillivray. I hh #;ice:. aF ' 4F?fE+h sr+;+!+ �; •:+r 73, :;.. ..:;e >3; :,r::>;:, ..,Y;, . '"�'•t;!iE•'•:`• r5+.�:�f's�.•aa•:. G`,. �'` . i.. .:i 'y w:':�" %". �p'`l�<>;�<.,er� ',�;.:. ,•%�::: • `d'iit < •:•s ::•>w:ri:•r.••: '^<�t's�"i.'�'�<x....:H:.»s:� :.r>�e,•z��. .3':1.5.... .:`J'.:. ..F.,.,r,• .l..;iu•'•`.;f.�: �r £.yi;i: .,Y.#/,iT.`:r ...Ii,. � iA�::w �' 'frf. �V '/� .�':.:/::.:.: '•':IS:. Higher education is now available -to i111- mersion graduates, with some universities offering programs totally in French, to native -English students, he added. McGillivray said the immersion pro- gram is far more successful than the tradi- tional Core French programs which, "gave us all a smattering of French." Progress for students taking Core French is "so infinitesimally slow," that it's difficult for a teacher to see what has been accomplished, McGillivray said. He called Core French "an intellectual exercise and not much more," while stating that French Immersion gives students a feeling that "a language is something to be used — rather than simply learned." He encouraged parents to think of the program as "vocational training," and cited journalism, social work and law, as just a few of the professions in which bill- ingualism is increasingly becoming an asset. McGillivray said many boards do not of- fer French Immersion. because they feel the program is too expensive to set up. McGillivray downplayed the expense of the program, saying that a big part of im- mersion consists of "teachers with a class in front of them. That has to happen anyway." While special books are needed for the program, McGillivray called this a one- time expense and said that there are grants available to offset the cost of the program. EMPLOYER'S GUIDE TO GOVERNMENT FUNDED TRAINING ARE YOU planning any training activities? Sending employees on up ,dating courses? Interested in computer literacy for your employees? Looking for amore productive work force? Confused by the myriad of Government Programs? If you answered "YES" to any of the above questions, this workshop sponsored by the Huron County Industrial Training Committee and Conestoga College may be able to assist you in your plans. Plan to attend on Wednesday, December 5, 1984, 9:00 a.m. to 1:30 p.m. Clinton Campus, Conestoga College Fee 55. per person, Luncheon included (Registration is limited to 25 people) For registration information, please call, Conestoga College, Clinton Campus, at 482-3458 between 9:00 a.m. and 4:00 p.m. Monday -to Friday, before Friday, November 30, 1984. Conestoga College of Applied Arts and Technology OPTOMETRY R.W. BELL OPTOMETRIST The Square, GODERICH 524-7661 JOHN LONGSTAFF OPTOMETRIST Seaforth 527-1240 Monday, Tuesday, Thursday, Friday 9:00-5:30 Saturday 9:00-12:00 noon Closed Wednesdays BY APPOINTMENT Free parking on premises ELECTRIC aSe ctt•tco\' e`e ¢JQCyttOg • ECONOMY • QU ALITY •SERVICE "Big jobs or small, we guarantee them all" 482-7374 CLINTON OR CALL 1-800-265-9255 AS307OR8ORA1�266 ER O. Research Gail Litt, a Kitchener researcher, who has been involved with studies on the ef- fects of French Immersion was the next speaker. She discussed a number of com- mon concerns about the effectiveness of the program. Most studies have remained consistently positive on the attitute of graduates of the immersion program, she said. The results tend to remain positive regardless of whether the student was involved in an early or late immersion program, she add- ed. Litt addresed one of the major concerns among parents of children -in French Im- mersion — the effect' of the program on the child's English learning capabilities. "French Immersion constitutes no threat to a child's personal or cultural identity; or his first language," studies cited by Litt have concluded. Although Grade 1 students tend to have lower test scores than non -immersion students; Litt. said the immersion students are often out -performing their English - only counterparts by Grade 5. According to some researchers, listen- ing skills tests too difficult for Grade K-3 Core French students, resulted in 'near - perfect scores when given to immersion students. Immersion students can attain "native - like" proficiency in listening, reading and Set-up of neetin comprehension of French; while their speaking and writing French performance is not as good, but still acceptable. Research shows, says Litt, that. French Immersion tends to enhance. rather than hinder, a student's ability to learn other subjects. She also said that immersion de social ;students have fewer differences with Fre French student. Late Starters Canneta Abbott, an assistant professor at St. Jerome's College, Waterh o and a co- founder of the K -W area's first immersion school, works with latecomers to the French language. She works with students at the other end of the spectrum. They come to university and want to have some French. "For many it has become a personal conviction," she said. "Most of them are aware of the immer- sion program. They just sigh as they -strug- gle and wish that they could have learned that way," said Abbott. Late learners of French, said Abbott, de- pend heavily on the written word, therefore not developing the fluency of the earlier -immersed student. Immersion students are "less hung-up about trying to speak," she added. Abbot called the program, "The Great Canadian Success Story" and said that Americans and Europeans are now trying to emulate the program. She empasized the importance of paren- tal involvement in the program and recommended parents make a point of reading, • in English, to their smaller children. She also advised parents to take advan- tage of any opportunity to let their child experience a francophone environment, through exchange programs, trips and so on. Question Period Following the speakers' comments, the floor. was thrown open for questions and comments from the audience. Among the first to speak was Cletus Dalton, representing an organization call- ed Concerned Citizens for a Better Basic Education. Dalton charged that the meeting did not constitute a true debate because there were no anti -immersion speakers on the panel. He offered to fill the role of adver- sary himself and gave a short discourse outlining the CCBBE's position on immer- sion.. 'It is not too late to stop French Immer- sion. I believe it can still be turned g room affects dis Meeting organizers should be aware of how the physical set-up of a meeting room can affect discussion, says Chuck Jacobs, ruralleadership development specialist with the Ontario Ministry of Agriculture and Food's rural organizations and services branch. "A typical meeting room set-up resembles a classroom, with rows of chairs facing the front where the chairperson sits. This allows everyone tb hear the chairper- son quite well, but doesn't encourage discus- sion among club members," he said. Circles are always good for discussion groups because everyone can make eye con- tact, with the others. Business and Professional Directory WELDING REPAIR Clinton Electric ®,White -Westinghouse - s s1( p Appliances Sales and Service APPLIANCE REPAIRS ELECTRICAL MAINTENANCE. 90 ALBERT ST. 482-3646 APPLIANCE and REFRIGERATION REPAIR SERVICE Jim Broadfoot 482-7032 INSURANCE GAISER-KNEALE INSURANCE BROKERS INC. Insurance -Real Estate Investments Isaac St., Clinton Phone Office 482.9747 Len Theedom 482-7994 Hal Hartley 482.3693 Bill Counter 482-3687 JOHN WISE INSURANCE BROKERS LTD. General Insurance Guaranteed Investments Clinton Office: 482-9644 Res.: 482-7265 MECH.ANICA, GBAILEYs P.O. BOX 29 MILL STREET HENSALL ONT. 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Also s. ra .aintint of most everything' CALL NOW -FOR FREE ESTIMATES GODERICH ENERGY SEAL AND INSULATION • Complete Insulation of attics, basements, walls Sealing & removal of UFFI Ener seal draft -proofing of home replacement windows ventilation of attic ,humidity problems solved GOVERNMENT GRANTS AVAILABLE 37 KINGSTON ST., GO':i:ERICH 524-2311 out-of-town call coltoct FREE ESTIMATES A semi -circle or a U-shaped arrangement, with the chairperson at the open end, also allows people to see. each other and pro- motes discussion. l" But Jacobs says the 'distance' between members also affects how much input they will have in a meeting. "Twenty people placed in a large. gym- nasium surrounded by lots of empty chairs likely won't talk too much. But move them into a stnall room with the chairs placed close together and you'll see a dramatic im- provement in the amount of discussion that goes on," he said. • Placing the chairs close together also en- courages discussion. "As people come . within our personal around," said Dalton. He attacked McGillivray's contention that the program would not be overly - expensive in this area. "The overall long-term cost of French Immersion for rural communities would be incalculable. At this time it's no secret the e Board of Education is having a hard time," " said Dalton. Mr. Dalton emphasized his group was not opposed to French Immersion, but feel it should be a user -pay system, rather than an extra burden to the taxpayers. He also said that rural children must catch a bus, leaving for school as early as 8 a.m. and often do not return home until after 4 p.m. "This is a long day for a child, without facing a teacher who does not make sense," he said. "Why should we be expected to welcome French into our daily lives; when shopkeepers in Quebec are fined for displaying signs in English." said Dalton. Another questioner wanted to know if a different approach to Core French alight not be a cheaper alternative to immersion. "Why not instill in Core French students — hey, you've got something there — why not use it?" he said. • One parent, who said he has a child entering the immersion program at St. Mary's, Goderich, next fall, wanted to know how to differentiate between a stu- dent's normal problems at school and pro- blems related to the immersion program. Abbot told him it is important for parents to work closely with and discuss any potential problems with the teacher of the immersion program. Another questioner wanted to know about the availability of quality teachers. in light of statements by a prominent im mersion specialist, who said she felt only a native francophone should teach in an im- mersion classroom. The inquisitor was told that teachers chosen are good "language role models", but not neccessarily native francophones. In reply to a question on the effect of school transfers on immersion students, McGillivary said "there is usually some difficulty during the first term (back in a regular classroom) but it does not general- ly result a loss of year." One mother wanted to know, "how marvelous a parent" she would have to be, to be helpful in her child's attempts to master French, in addition to all the other parental responsibilites. "If you don't have time — don't do it," replied McGillivray. cussion space, a slight tension is created and we all tend to talk more and become more anxious to }get the task completed. But if no one is near our personal space, we are quite con- tent to sit back and watch the proceedings," Jacobs said. Where people sit relative to each other also influences their input. "Two people who rarely agree with each other are better placed side by side; sitting directly across from someone encourages arguments and debate," he said. Position relative to the chairperson is also important; those seated to the chairperson's immediate right and left Make less eye con- tact with the chairperson and often. have less input into the meeting. To Rachel Vander Sterre R.R. 4, Brussels Darryl Youngblut Blyth Mark Feddes Clinton Angie Campbell Bayfield Ben Vanderhaar R.R. 2, Bayfield Myles Sutherland Clinton On November 25 November 28 November 28 November 29 November 29 December 4 Tree Riddles Why was the wood pile always in trouble It was knotty one. 0;4400 Why do red pines make good doctors'' They have lots of needles. Why was the maple tree laiy'' It was a sap. What did the hedge say when It was tired "1'm bushed." What kind of ice cream did the Christmas tree like? Any flavour. of pine cone.; Do trees have aunts and uncles? Only if they're family trees. How do trees greet each other in the spring? "Hi buddy". What did the birch tree say in the fall? "Leaf me alone." Distributed by Canada Wide Feature Service Limited 1984 MacKay Prothero