Below, I have shared some of my answers to frequently asked questions (FAQs) regarding my French immersion consultation services:
What consultation services do you provide?
In addition to doing presentations for school boards, teacher organizations, and parent groups, I provide consultation services that will assist parents who are either considering French immersion for their child or have a child who is struggling in the French immersion program. I also serve as a special education advocate for children with exceptionalities who are enrolled in French immersion. In my role as an advocate, I attend School Team, IPRC, and IEP meetings, and I advise parents as to how to navigate the public education system in order to access special education programs, services, and/or equipment. I provide information regarding student support services available for French immersion students with academic/behavioural/social difficulties, as well as links to the latest French immersion research. Individual consultations can be arranged in person, by phone, or via video conferencing.
Do you have expertise in bilingual education programs such as French immersion?
I worked for 28 years as a Special Education teacher for the York Region District School Board. I spent 20 of those years in the French immersion context, advocating for students with diverse learning needs and providing early intervention opportunities for struggling readers. Additionally, I have a Ph.D. in Second Language Education and a M.Ed. in Special Education from the Ontario Institute for Studies in Education of the University of Toronto. My doctoral research has been published by the Ontario Ministry of Education and in peer-reviewed educational journals.
When you present webinars, what topics do you address?
A webinar that seems to be of great interest to parents is, “Increasing Your Child’s Opportunities for Success in French Immersion.” The two webinars I am most frequently asked to present for school boards and educators are, “Aligning Literacy Instructional Practices with Research Evidence in the Early French Immersion Setting” and “Is French Immersion ‘Suitable’ for Some but Not All Learners?” More detailed information about these webinars is available upon request.
As a parent who is considering enrolling my child in a French immersion program, how would I benefit from the consultation services you provide?
Deciding whether or not to enrol your child in a French immersion program can be an agonizing process. You want to ensure that you make a decision that is in your child’s best interests. You recognize the value of academic achievement and want your child to be successful, not only in school but in life. Once we discuss your child’s strengths, needs, and interests, you will be in a better position to make this important placement decision.
How can I help my child be successful if I do not speak French?
The French immersion program was initially established for English-speaking children with no prior knowledge of French. Increasingly, children from diverse linguistic backgrounds have enrolled in the program. In the classroom, teachers deliver instruction in such a way as to promote the acquisition of French literacy skills (e.g., speaking, listening, reading, and writing), and that instruction is suitable for children from varied language backgrounds. The best way to support your child is to nurture their literacy skills in the language most often spoken in your home, since research has consistently shown that literacy skills transfer from a child’s first language to the language being learned. Parents who use their home language can facilitate their child’s chances of becoming a proficient second/additional language learner. Your child’s success will be strongly influenced by your commitment to the French immersion program and efforts to encourage positive attitudes towards the learning of French.
Will my child’s English language skills be adversely affected if I enrol them in French immersion?
The French immersion program is based on the model of additive bilingualism, which means that your child’s French language skills will develop without detriment to the development of their English language skills. Research has consistently shown that by Grade 6, the English literacy skills of French immersion students typically meet or exceed those of their same-age peers in the regular English program.
How can you help me if my child is already enrolled in a French immersion program, and I am beginning to wonder if I should switch my child to the regular English program?
Most academic/behavioural/social difficulties that children experience in school are pervasive; in other words, these difficulties will exist regardless of the language of instruction in the classroom. That said, we can examine the situation which is causing you to question your child’s participation in the French immersion program. You will have ample opportunity to discuss all of your concerns and gain valuable insights which will help alleviate those concerns.
Where can I locate your publications?
You can find my publications online and in the following educational journals:
Wise, N. (2011). Access to special education for exceptional students in French immersion programs: An equity issue. The Canadian Journal of Applied Linguistics, 14(1), 177-193.
Wise, N., & Chen, X. (2009). Early identification and intervention for at-risk readers in French immersion. What Works: Research into Practice. Toronto, Ontario: Ontario Ministry of Education.
Wise, N., & Chen, X. (2010). At-risk readers in French immersion: Early identification and early intervention. Canadian Journal of Applied Linguistics, 13(2), 128-149.
Wise, N., D’Angelo, N., & Chen, X. (2016). A school-based phonological awareness intervention for struggling readers in early French immersion. Reading and Writing, 29(2), 183-205.
Testimonials:
When I found out that my son would require an IEP and accommodation in his classroom, I tried to get everything in place for him on my own. I got nowhere. Then I engaged Nancy to help me advocate for my son. The difference was huge – she was able to help me navigate the education system in York Region: what I needed to ask for, who I needed to meet with, what my son’s legal rights were, what meetings were the ‘important’ ones. Her guidance and advice were invaluable in making sure he is set up for success. She is generous with her time and her advice, patiently answers all of my many many many questions, and remains very responsive when the odd item still comes up. I completely trust her advice and the fact that she has my son’s best interests at heart. I would highly recommend her services. -Cheryl
After our six year old son was diagnosed with autism spectrum disorder, and ADHD our world was turned upside down. We were faced with many difficult decisions regarding our son’s education and whether to continue with FI. Nancy’s experience, education, publications and council on the subject of French Immersion for all learners, helped us to reach the best decision for our son. Nancy prepared us and supported us throughout the IPRC process. Her research, and advocacy work is helping to change attitudes within the educational system towards French Immersion being available to all students of all abilities. -Jessica & Achim
Our son was having challenges in the FI program and as a result the teachers were sending innuendos to transfer him to the English Language program. Nancy was referred to my husband and I by the Canadian Parents for French. We found her to be very patient, kind and knowledgeable. She listened to our concerns and was able to help us work through our anxiety and fears. She explained to us how the process works and what to expect. Nancy also provided evidence-based research so that we were able to make informed decision in order to ensure that our son would get the necessary assistance he needs in order to be successful. Based on our experience with her, we would recommend her to any parent or parents whose children are having learning difficulties. -Collette
I am so thankful to Nancy for all of her help in managing the Ontario public school system for my child with multiple special needs. I previously attended some school team meetings on my own and felt like I was the only person advocating for my child. I approached her for help while reviewing my child’s IEP to make sure that all the appropriate supports were in place. She has extensive knowledge of the IEP process and standard of care for students with dyslexia. She was able to provide information that was up-to-date, informing the school what would be appropriate for my child. She gave me the tools and resources I needed to properly advocate, doing her own research in between our meetings to provide useful quotes and links to relevant articles. Having her in the school team meetings made me much more relaxed than I otherwise would have been. It was very reassuring to know that we had an extremely knowledgeable person on our side, looking out for my child’s best interests. -CV
I am so grateful that I found Nancy prior to my child’s second IEP meeting. We are based in Vancouver where my daughter has started grade 5. Nancy provided clear, actionable guidance that greatly improved the value I could bring to the process. Essentially all her recommendations were incorporated into the IEP making it a much more complete and helpful document than the last version. Nancy went above and beyond with every interaction and provided me the extra support and knowledge that I needed. It’s clear that she’s cares deeply about her clients and advocacy for children with learning disabilities in French Immersion. -Julie
FRENCH IMMERSION EDUCATIONAL CONSULTING INC.
nwise@frenchimmersionconsulting.com
416-566-4553
© 2014 FRENCH IMMERSION EDUCATIONAL CONSULTING INC.