Resources for Struggling Immersion Learners

Chapter 1

Key Questions

• For whom might immersion not be appropriate?
• For whom might immersion be appropriate?
• Who is likely to struggle and stay in the immersion program?
• Who is likely to struggle and leave the immersion program?

Below are selected online and print resources that pertain to issues discussed in this chapter.

1. Characteristics of a “Successful” vs. an “Unsuccessful” French Immersion Student
   D. Demers, 1994, pp. 1-2
   
   Based on his research and experience, Demers outlined a list of what he considered to be the main characteristics of successful and unsuccessful learners of French immersion. We recommend using this tool as a guide for behaviors to actively promote (in the case of the successful student descriptions) and transform (in the case of the unsuccessful student descriptions).
   
   
2. Possible Factors Influencing Student Performance in French Immersion
   N. Roy, 1997b
   
   This document arose out of district wide concerns for students who were experiencing difficulties in French immersion. This profile was therefore developed to facilitate discussion among the classroom teacher(s), learning assistance teacher(s), and other School-Based Team members. In addition, the profile could be used when working with parents during educational planning for their children.
   
   For more information contact:
   Iria Knyazyeva, Vancouver Public Schools Media, Library Services, & Technology
   Email: iknyazyeva@vsb.bc.ca
   Fax: 604-713-5078
   
   
3. Auditory Processing Disorder in Children
   National Institute on Deafness and Other Communication Disorders, 2004
   
   In this article, the following questions about auditory processing are addressed:
   •   What is auditory processing?
   •   What causes auditory processing difficulty?
   •   What are the symptoms?
   •   How is it diagnosed?
   •   What research is being conducted?
   •   What treatments are available?
   •   Where can I learn more?
   
   
4. Accessing Foreign Language Materials as a Blind or Low Vision Student
   M. Scheib, 2008
   
   This informational guide, published by the National Clearinghouse on Disability and Exchange, is designed to support blind and low vision students studying foreign languages, specifically addressing access to course materials. The guide emphasizes the reading and writing components of critical languages, but the information provided can be applied to more commonly taught languages. Some of the topics addressed include:
   
   •   adaptive technologies and software,
   •   locating audio, Braille, and large print materials in foreign languages, and
   •   transcribing foreign language textbooks into Braille.
   
   
5. Autism and Foreign Language Learning
   V. Wire
   
   Wire provides evidence on this website to support her conviction that all children, including those with autism, should be provided the same opportunities to develop cultural awareness and a second language. Included are the findings from her research into the foreign language learning experiences of autistic students in Scotland.
   
   
6. Autistic Spectrum Disorders (ASD)—Guidance from the Autism Working Group Teachernet
   
   These documents, developed by an Autism Working Group, provide educators with advice and pointers for best practice with students with autistic spectrum disorders.
   
   
7. Developing Deficit-Specific Intervention Plans for Individuals With Auditory Processing Disorders
   
   T. J. Bellis. 2002. Developing deficit-specific intervention plans for individuals with auditory processing disorders. Seminars in Hearing, 23(4), 287-295.
   
   Table 1 on page 293 of the Seminars in Hearing article (referenced above) summarizes three specific auditory deficit profiles and affected processes followed by profile-specific management and intervention techniques developed with monolingual learners in mind.