How disabled students can learn French

The first step towards inclusive education is believing that students of all capacities can succeed in second language programmes. The magic, however, is in the instruction. Students must not only feel involved in French learning programmes, but their learning requirements must also be satisfied. To educate a growing population of diverse learners in French learning programmes, teachers need access to research on how students learn to read and write and training from literacy experts. Put another way, a cultural shift in belief systems surrounding French Learning programmes must be accompanied by a change in general classroom teacher training to ensure that teachers are effectively trained and confidently equipped to meet the growing diversity of student learning needs in French learning programmes.

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Part of this belief system is founded on the concept that children learn to speak, understand, read, and write in a second language by immersion or exposure alone. Students will learn to read by being read to and learn to write by observing how others write. This, according to the study, is different. According to reading specialist Dr. Louisa Moats, the human brain is geared toward spoken language but not written language. Regardless of the language of education, students require explicit, systematic, code-based training that teaches sound/symbol correspondences. Students must acquire the letter-sound relationships and be able to use those letter-sound associations while decoding and encoding (for example, writing) words phonetically. It's also worth noting that not all children pick up on letter-sound linkages at the same rate or require the same amount of intensity from code-based education. Some pupils will acquire the code with minimum training. However, others may require more comprehensive teaching of the sound symbol relationship, which may involve more repetitions and many practice chances. This code-based teaching is part of a larger evidence-based reading instruction strategy.

The International Dyslexia Association of Ontario defined Structured Literacy as a complete approach to literacy education that is beneficial for all students and necessary for kids with reading impairments such as dyslexia. This approach is sometimes called "the science of reading" or "evidence-based literacy instruction." It distinguishes itself with rigorous, straightforward teaching that combines hearing, speaking, reading, and writing. It covers the spoken sound system (phonology), the writing system (orthography), sentence structure (syntax), meaningful portions of words (morphology), word connections (semantics), and the structuring of spoken and written discourse. These qualities are equally important when teaching children to read and write in French. Second language teachers must realise that an evidence-based approach to literacy instruction is as practical and vital in the French Immersion environment as it is in the English language stream. Put another way, a comprehensive approach to reading and writing can and should be used in French Immersion and English classrooms to reach more pupils.