French Immersion FAQs
Families often have important questions about how learning to read in French, and sometimes in both French and English at the same time, affects their child’s literacy development. This FAQ section addresses common concerns raised by parents, including reading difficulties, bilingual learning, and learning differences such as dyslexia. The responses are intended to provide clarity, reassurance, and practical guidance, while helping families understand how French Immersion supports reading development and how to best support their child along the way.
Will learning French and English at the same time worsen my child’s reading difficulties?
Students in French Immersion receive a bilingual education, learning to speak in French while also developing biliteracy, which is the ability to read and write in both French and English. A bilingual education does not cause or worsen reading difficulties. However, children with reading challenges benefit significantly from timely access to accommodations, evidence-based reading instruction in both languages, and targeted supplemental interventions. With the right supports, bilingual learners with reading difficulties can thrive. For further information, read this article from Psychology Today.
Should I stop worrying about my child’s French reading difficulties and give them a bit more time to develop their skills?
It’s understandable to hope that time will help, but early support is key. Rather than waiting to see if things improve on their own, it’s important to act early.
Access to early screening, evidence-based reading instruction, accommodations and timely interventions will increase your child’s opportunities for success in French Immersion. When reading difficulties are identified early, especially in the early years of Kindergarten and Grade 1, targeted support can be provided before small challenges become bigger ones.
Think of screening like building a fence at the top of a cliff, instead of waiting with an ambulance at the bottom. Early screening and intervention prevent students from falling behind, and are especially powerful tools for closing opportunity gaps for children.
The good news is, with the right support, your child can become a confident reader in both French and English.
If my child is having difficulty learning to read in French, should I consider moving them from French Immersion to the regular English program?
Many children who struggle with reading in French Immersion can still succeed with the right supports. Switching to English doesn’t automatically mean your child will do better, since the underlying reading challenges are often similar in both languages. Early screening to identify specific areas of difficulty, followed by evidence-based structured literacy instruction, targeted reading interventions and accommodations will allow many struggling readers to become proficient readers.
Dr. Linda Siegel, an international authority on reading disabilities, stated in an email, “With a focus on oral language development, phonological awareness, and evidence-based interventions in both French and English, a child with dyslexia can be very successful in French Immersion” (personal communication, April 17, 2025). With access to these supports, children with early reading challenges who want to remain in French Immersion can become confident bilingual readers.
If my child is in a 50/50 French Immersion program, will it be too confusing for them to learn to read and write in French and English at the same time?
No. A 50/50 French Immersion program should not be too confusing for your child as long as they have access to evidence-based structured literacy instruction, targeted interventions and accommodations. In fact, learning to read and write in French supports learning to read and write in English, and vice versa. This helps literacy skills grow in both languages.
Focusing initially on the similarities between the two languages can make learning easier. Providing early, evidence-based support is the best way to help your child succeed in French Immersion and reduces the risk of long-term reading challenges in either language.
Will my child’s English reading and writing skills suffer if they are in French Immersion?
Research has shown that students in French Immersion programs perform just as well, or even better, in English reading and writing by Grade 6 compared to their peers in the regular English program. Although there may be some initial confusion between French and English letters and sounds, educators can leverage a student’s first language to support language learning.
While French Immersion students may receive less formal English instruction in the early years, their English skills typically catch up quickly once formal English language instruction begins. This is because many reading and writing skills, such as phonological awareness, transfer across languages, supporting strong literacy development. For more information, read the responses in this Frequently Asked Questions document by Dr. Genesee & Dr. Erdos.
How can I support my French Immersion child’s French reading development at home?
You don’t need to speak French to support your child’s reading success in French Immersion!
One of the most effective ways to help is by building oral language, vocabulary, and background knowledge in your home language. Here’s how:
- Read aloud to your child regularly in your home language. This strengthens listening skills, vocabulary, and comprehension, all of which enhances the learning of French.
- Have rich, meaningful conversations during everyday activities like cooking, shopping, or walking. Ask open-ended questions, explore new ideas, and introduce new words.
- Sing songs, tell stories, and play word games to make language fun and engaging.
- Expose your child to the world through books, museum visits, or cultural events to build their knowledge of how things work, which supports reading comprehension in any language.
Supporting your child’s language development at home gives them a strong foundation for reading success in both French and English.
If I think my child may have dyslexia, what is the first step that should be taken?
The first and most important step is early reading screening. Screening helps identify whether your child may be at risk for reading difficulties, including dyslexia. It doesn’t diagnose dyslexia, but it provides educators with valuable information about which reading skills may need support, so that interventions can begin as early as possible.
In Canada, Ontario, British Columbia, Alberta, and Manitoba currently mandate universal screening in the early years. However, even if it’s not mandatory in your province, you can still advocate for your early years child to be screened and supported based on their learning needs.
If screening suggests that your child is at risk, the next steps may include:
- A more in-depth diagnostic assessment (which may not be necessary in the early years as screening already provides valuable information about a student’s learning needs)
- Evidence-based reading intervention
- Classroom accommodations
- Ongoing progress monitoring and support
The earlier we intervene, the better the outcomes. If you’re concerned, speak with your child’s educator or School Team to discuss screening and next steps.
When should early screening be done in the French Immersion setting?
Best practice is for early screening to be done in Kindergarten through Grade 2 three times per year (e.g., at the beginning, middle, and end of the school year). It is particularly important at the beginning of the school year, as this allows educators to use the information screening provides to guide their instruction.
Should early screening be done in French or English?
The decision to screen in English or French will depend on the entry point for French Immersion, the percentage of French language instruction, and the availability of trained French/English staff to conduct the screening in your school board/district. When early screening is done in French, basic listening skills are required so that students can comprehend task instructions; however, students do not have to demonstrate complete mastery of French listening and speaking skills before screening is undertaken . Once students begin formal English language instruction, screening in both languages can provide valuable insights.
What tests should be included in early screening to identify my child as at risk for future reading difficulties?
The tasks your child is asked to do during screening may vary depending on the grade and time of year. Young children in Kindergarten may be asked to name as many letters as they can from a list in one minute or to break a word into its sounds (e.g., the educator says “fish”, and the child responds with /f/ – /i/ – /sh/). Developing readers may be asked to read lists of individual words or grade-level text for one minute.
Acadience Reading Français is currently the only research-based screener available in French. The measures to be administered differ depending on the grade (e.g., Kindergarten, Grade 1, or Grade 2) and time of year (e.g., beginning, middle, or end), but may include the following:
- Letter Naming Fluency
- First Sound Fluency
- Phoneme Segmentation Fluency
- Nonsense Word Fluency
- Oral Reading Fluency
What if my French Immersion child is identified as at risk for future reading difficulties in French but has no similar difficulties in English?
If your child is reading well in English but shows early signs of difficulty reading in French, it’s unlikely that they have a reading disability like dyslexia.
The good news is that with targeted, evidence-based reading support in French, most children in this situation catch up to their peers over time. Supplemental instruction can provide the extra practice and reinforcement your child needs to build confidence and strengthen key reading skills—all while continuing in the French Immersion program.
If my French Immersion child is identified as at risk for future reading difficulties, how can the classroom educator(s) determine which specific skills need support?
If a child is identified as at risk, a member of the School Team may administer a diagnostic assessment in French to pinpoint the exact reading skills that need additional support. ÉCLAIR is a research-based diagnostic assessment tool that was developed to support phonological awareness, phonics, and word-reading skills in French Immersion programs.
The diagnostic assessment results help educators tailor instruction and interventions to your child’s specific learning needs. This approach moves beyond a general sense of “struggle.” It provides a clear understanding of which skills require support, ensuring that your child receives targeted, effective instruction in a timely manner. Progress should be monitored regularly to ensure that your child is, in fact, learning what is being taught.