Tips for teaching a split class in French Immersion
Teaching a split class, more commonly referred to now as “combined class,” is becoming even more common. No matter how the split falls and what the numbers are per grade in that class, it isn’t easy. That paired with the added language component for us teaching French Immersion and the feat is even harder.
That said, I personally prefer teaching a combined class. I know **gasp** but now having taught 4 years in both, I can truly say that the pros of combined classes most often outweigh the cons.
Here’s why:
1. Teaching two curriculums offers more opportunity to teach through themes and to teach cross curricular. – Yes, it is a giant puzzle to figure out how to fit concepts and topics together, BUT once you have a plan, projects and activities are more dynamic and unique.
- Grab my MUST-HAVE resource that helps create curricular connections between two grades here. It is the ULTIMATE planning tool.
- Under construction ! My year-at-a-glance here! In the meantime, follow along with my units or grab them in a bundle!
2. It’s easier for student adaptations to be less visible – what I mean by this is the continuum of learning and student capacities are much wider. The wider it is, the easier for academic adaptations to be put in place and for them to blend in with classroom culture. Students work at different levels and at different paces in whichever class you teach – BUT in a combined class it becomes easier to do on a larger scale.
3. Class culture is so much easier and quicker to form in a combined class because most often, students don’t know each and every one of their peers. Starting off fresh is easier than sliding back into cliques, and drama-filled recesses…right off the bat 😉 Don’t get me wrong, each class develops the same dynamics as a mini “society,” but I have had WAY better of an experience in a combined class were new friendships are given a chance to form while also giving students a chance to reconnect with friends at recess as well.
Balancing the English & French component of teaching an Intermediate French Immersion Combined Class
Truthfully, this is by far one of the hardest aspects of teaching a combined French Immersion class. Here in BC, students in the French Immersion program begin Language Arts in English in Grade 4. Prior to Grade 4, French Immersion students have all instruction exclusively in French. So how to incorporate English Language Arts in FI? I’ve created a system that works AMAZINGLY for the students…and their teacher (ME).
I begin September establishing our regular routines and expectations, specifically around speaking in French during instructional time. We focus on creating our classroom culture, which is largely based on a team approach – I can go more into my systems and games in other post (but by October my class is speaking 95% French at all times).
While the focus during September is to establish a habit and second nature in speaking French, we do isolated English blocks where I can gather data and see where each student is. This makes it easier to tailor my upcoming English unit to fit the needs and interests of my class – (I know a lot of extra work, but you would do it in a straight grade anyways!)
Once October rolls around, I establish our English and French language arts blocks that will see us through to the end of the year. Do the work once and reap the benefits! 😊
I also find it easier on families if systems and routines are slowly scaffolded so that they have a chance to follow along too.
I alternate between French and English Language Arts blocks. Each week the focus is on ONE language for the block – completely changed student ENGAGEMENT!
My routine:
My Go-To routine is to begin alternating Language Arts blocks each week. For example, I set aside the morning block of my day each week to focus on Language Arts. Yes this depends on your PREP schedule, but I find dedicating a specific block of time at the beginning or end of the day is the easiest. It is hard enough for French Immersion students to change their mindset from French to English as it is – especially if you value students speaking in French in your class. Having a set time that is followed by either a transition into recess or dismissal is the smoothest and easier, in my experience.
Here is an example of my schedule – again PREP blocks and gym change my schedule every year but I am for the order of activities and subjects to be somewhat consistent. Like math being in the middle of the day, and ADST or art being in the afternoon.
*Just a note to keep in mind – my teaching is heavily cross-curricular. This means for me that language arts blocks, whether they are English or French, are sometimes focused on Science or Socials curriculum. This is another way I get through the curriculum for both grades in the year.
This schedule means that we have dedicated time to focus on a grammar concept all week in one language. My dictee program – which is student approved (no joke, they cannot wait to do dictee every morning) follows the same structure of one week English, one week French. More on my dictee program to come!