French Immersion is a Canadian educational program designed to give students whose first language is not French the opportunity to learn in the French language. The Dufferin-Peel Catholic District School Board is pleased to offer the French Immersion Program starting in Grade 1 at eight school sites: St. Margaret of Scotland, St. Gregory, Divine Mercy, St. Elizabeth Seton and St. Pio of Pietrelcina Schools in Mississauga and St. Joachim, Our Lady of Providence and St. Angela Merici Schools in Brampton.
Students registered in this program will spend 90% of their day learning in the French language. All subjects and activities in the French Immersion classroom, except for Religion and Family Life, will be delivered in French. In Grades 2 and 3, 70% of the instruction will be in French, with the proportion of English increasing to 50% in later years.
French Immersion in Dufferin-Peel is open to any child eligible to attend a DPCDSB school. Parents can enroll their child at any French Immersion school with the understanding that transportation is a parental responsibility. No Bussing is provided for students in the French Immersion program.
French Immersion Centres
In the 2019-2020 school year, a new French Immersion centre will open at All Saints Elementary School offering French Immersion programs for Grade 1 and building up to Grade 4 each year thereafter.
St. Margaret of Scotland School will begin the transition towards offering the French Immersion program from Grades 5 to 8 by phasing out the French Immersion program for Grade 1 next year.
2019-20 French Immersion Centres Map and Grade Allocations
2019-20 French Immersion Information Session Presentation
French Immersion Online Application Process
The online application for all 2019-2020 Dufferin-Peel Grade 1 French Immersion Programs is NOW CLOSED.
For more information about the French Immersion Program, call 905-890-0708 ext. 24374 or 24373.
Secondary French Immersion Program
NEW! - DPCDSB opening new Secondary French Immersion Program at Philip Pocock C.S.S. in Mississauga on September 3, 2019. More Information / Presentation from Information Session
French Immersion Program and Transitions to Secondary School: An Update
Loyola C.S.S. and Cardinal Leger S.S. offer French Immersion starting in Grade 9. At the end of Grade 12, students will receive a Certificate of Completion in French Immersion which may include 10 French Immersion courses: Français Grades 9 – 12, Géographie, Histoire, Education civique et Choix aux carrières, Religion in Grade 9 and 10 followed by Les Grandes Religions in Grade 11.
Dès l'année académique 2016-2017 , les écoles secondaires, Loyola C.S.S. et Cardinal Léger S.S., offrent l'Immersion en français de la 9e à la 12e année. Suivant leurs études, les étudiants recevront un certificat d'études en Immersion qui comprennent 10 cours en Français de la 9e à la 12e année, Géographie, Histoire, Éducation civique et Choix aux carrières , Religion en 9e et 10 année, suivie par Les Grandes Religions en 11e année.
What is French Immersion?
French Immersion is an educational program that provides students whose first language is not French with the opportunity to learn and become fluent in French. The program was first developed in Québec in the late 1960s, in response to demands from English-speaking parents who wanted their children to be fluent in both English and French. Today, over 100,000 students in Ontario are enrolled in French Immersion programs .Three general types of French Immersion programs can be offered: early, middle and late. They may go by different names, depending on the school board in which they are offered. Dufferin-Peel’s Extended French program is an example of a middle French Immersion program, in which students first spend a significant portion of their day learning in the French language starting in Grade 5.
This program offers an excellent opportunity for becoming functionally bilingual in later years. Over 300,000 students are enrolled in Extended French or French Immersion annually across Canada.
Students in the Dufferin‐Peel French Immersion program attain a high level of proficiency in French at no cost to the student's English proficiency or achievement in other academic subjects, such as science and mathematics. Students in the French Immersion program receive at least 4,510 hours of instruction in French by the end of Grade 8 and can:
- communicate effectively in French, by selecting the correct words and nuances, and adapting language in order to be understood;
- understand radio, television, newspapers and books, with the occasional help of a dictionary;
- demonstrate knowledge of the culture, society, customs, economy, government and institutions of a French‐speaking community;
- function well in a French‐speaking community.
Why choose French Immersion?
There are many academic, cultural and future career benefits associated with learning to communicate in another language. Learning a second language has positive effects on first-language skills and can help make the acquisition of other languages easier. Learning a second language can also help students develop appreciation and tolerance for other cultures. Learning a second language can also be an asset in a variety of career areas in the current global economy. French Immersion is an effective way to help students learn French as a second language so that they become bilingual. Many parents choose French Immersion for their children for this very reason.
How will French Immersion affect my child’s skills in English? Research has shown that French Immersion programs improve children’s French language skills without any negative impact to their English or first language skills. In the early years of French Immersion, some students may lag in English language skills, but this gap is temporary and usually disappears with the introduction of English language arts in later grades. In fact, a study of the Education Quality and Accountability Office (EQAO) elementary assessment results indicated that Grade 3 students in French Immersion programs had similar levels of performance as their non-immersion peers, and that Grade 6 students in French Immersion actually out-performed students in the regular English program in both literacy and mathematics. 
Various ministry documents such as the FSL Framework confirm that the FSL programs are for all students. There are however many considerations and factors which help parent(s) and/or guardian(s) make an informed decision about the French Immersion program for the child. These are:
- Enjoys and plays with language (rhyming and word games)
- Listens effectively (i.e. retell or explain a story in sequence)
- Displays strong communication skills (listening and speaking) in their mother tongue
- Follows directions and instructions
- Identifies and prints name, the alphabet and some words
- Demonstrates an awareness of individual sounds and sound patterns
- Cooperates with others and works /plays well in groups
- Perseveres and makes an effort when responding to challenges
- Looks for and acts on new ideas and opportunities
- Demonstrates a willingness to take risks
- Demonstrates curiosity and interest in learning
- Approaches new tasks with a positive attitude
- Regular attendance (known as a strong indicator for success)
These qualities encourage good learning habits in all subject areas.
How can I help my child in French Immersion?
Many parents have a limited background in French or do not speak the language at all. Parents do not need to know any French to support their children in French Immersion. Instead, parents can give their children the most help by providing encouragement and positive support. They can also help by taking an interest in their children’s school work, and by setting aside a regular amount of time for homework.
For further information, parents can access the
Canadian Parents for French website
Canadian Parents for French (Ontario. Why choose French immersion?)
 Turnbull, M., Hart, D., and Lapkin, S. (2001). French immersion students’ performance on Grade 3 and Grade 6 provincial tests: Potential impacts on program design. Paper presented at the Canadian Association of Immersion Teachers Toronto Symposium 2001.