The University of Ottawa Immersion Program

Abstract

This article reports on case studies of university students participating in the University of Ottawa French Immersion Study (FIS) program, the largest tertiary immersion option in Canada. This program allows Anglophone students to complete an undergraduate degree while taking academic courses in their second official language (French). Semi-structured interviews with case study participants were used to analyze immersion students' accounts of their experiences within this program. Findings focus on the interactions offered to FIS students and their role in shaping students' identities and orientation to French and Francophones. Through the FIS, students are able not only to acquire linguistic and disciplinary knowledge, but also engage, often for the first time, in in-depth and daily interactions with the French community. As a result, their discourse reflects an identification and coming together with the Francophone community thereby seeming to bridge a gap between English speakers and French speakers typically found in elementary and secondary immersion programs.French abstract at end.

More than Language—Evaluating a Canadian University EAP Bridging Program

“…Signifi cant research in applied linguistics and education highlights the teaching and learning needs of international students beyond the linguistic skills measured by standardized language profi ciency assessments used for university admission purposes. In addition to articulating the benefi ts of ongoing support for language development, empirical studies by Canadian researchers have identifi ed the need to develop and support students' well-being (Cheng & Fox, 2008;Guo & Guo, 2017), intercultural competence (Douglas & Rosvold, 2018;Séror & Weinberg, 2015), academic literacies (Marshall et al, 2012), academic discourse socialization (Kobayashi, Zappa-Hollman, & Duff , 2017;Zappa-Hollman, 2007), reading comprehension and writing skills (Anderson, 2015;Neumann & McDonough, 2015), and critical thinking skills (Andreo i, Stein, Ahenakew, & Hunt, 2015;Chun, 2015;Lee, 2015). Furthermore, Canadian researchers have documented the challenges facing faculty in addressing these unique and pressing teaching and learning needs in the context of disciplinary courses, including distinguishing students' commu-VOLUME 36, ISSUE 1, 2019 nicative competence from their subject area knowledge in assessment and evaluation (Ilieva, Beck, & Waterstone, 2014;Zappa-Hollman, 2018).…”