Our curriculum is not a translation of one curriculum into the other language, nor a repetition of concepts in both languages, but an intentional balance. What we learn in one language is applied to the other language.
Combined curricula give students opportunities to explore and identify similarities and differences, allowing them to bridge concepts and make connections.
Students are not learning only through one lens but through at least two points of view.
EXAMPLE: If a child already understands the concepts of “justice” or “honesty” in her own language, all she has to do is acquire the label for these terms in the 2nd language. She has a far more difficult task, however, if she has to acquire both the label and the concept in her second language.
Conceptual knowledge developed in one language helps to make input in the other language comprehensible
In preschool, children are immersed in French language and culture, approximately 80% of the day in order to build a linguistic foundation in French.
Gradually, we increase the amount of English instruction until 4th grade. This proven model allows students to be equally fluent in both language, regardless of the language spoken at home.
|Grades||% of French||% of English|
|1st to 2nd||70||30|
|3rd to 4th||60||40|
|5th to 8th||55||45|
Our bilingual curriculum not only allows our students to speak, read, write, count, and think in both languages, but it also gives students a cognitive and cultural edge over their monolingual peers by:
At the FAA, Co-teaching is when a native French and native English teacher work together on delivering a lesson in both languages to a single class of students:
Co-teaching allows for more personalized instruction and support for students, as the two teachers work together to address the diverse needs and backgrounds of the students in the class.
Co-Teaching allows to deepen classroom discussions, for example:
Preschool years are a good time to start learning an additional language as children’s brains are like sponges at this age and are more receptive to new language learning. Children at this age are naturally curious and open to new experiences, making them well-suited for language learning. While it is possible to start learning a second language at an older age and still achieve proficiency, starting at a younger age makes the process easier and more effective.