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"When we came to the VLC five years ago, we were hoping my daughter would experience affirmation and encouragement that seemed lacking in her school experience. I am pleased to say we found it."
- Parent

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Underachievement due to Transfer from French Immersion

When children do not flourish in the French Immersion environment by mid-Grade 2, a Neuropsychological and Educational Assessment can determine whether they are likely to improve or flounder further as the grades increase. In Grade 3, English core skills in reading and spelling are introduced in rapid review format in the French Immersion program. Because Latin is the common root language for English and French, and because they share most of the sound symbol decoding differences, this rapid exposure to English is enough for most children.

For children with learning differences or disabilities or developmental delay, and especially for children not flourishing in the French program, this rapid review is not enough, and it compromises their education and educational outcome in both languages.

Grade 4, or the beginning of the intermediate grades, is a big leap in challenge and complexity for all children in both languages. However, for children with compromised skills, who need to succeed at least in English, the problem is substantive and overall academic outcome is at risk.

In this case, transfer before Grade 3 is optimal, but can take place effectively between Grades 3 and 5, with substantive rehabilitation of the learning disabilities along with teaching the core skills in English in a targeted and intense manner. In addition, the grade appropriate skills in the classroom are previewed in a timely way by the Vancouver Learning Centre’s signature week-ahead program. The process is set up in collaboration with the child’s English language classroom teacher.

At the Vancouver Learning Centre assessment using a “neuropsychological lens” and a targeted, individualized program design to support the transfer to English language can change life outcomes for the children described above.

If your child has already made the transfer to English language instruction and you are concerned about long term academic success, or if you are wondering whether your child should continue in French immersion at any age point to Grade 5, or if your child has transferred to English in high school and you have concerns about achievement with strong enough grades to earn post-secondary entry, the Vancouver Learning Centre can help.


Next Steps

  • If you would like to have answers as to what can be done, you can book a complimentary interview with Vancouver Learning Centre Director Andrew Taylor by telephone at 604-738-2277 or by e-mail.
  • If after you are fully informed through the interview and by reading this website you are interested in proceeding, Andrew will provide you with an assessment date to begin the process.
  • If you have further concerns or questions you can speak to VLC principal and senior psychologist, Dr. Geraldine Schwartz, either by telephone or by booking a further personal complimentary interview.
  • The assessment will provide a clear statement of the student’s cognitive and educational strengths and weaknesses along with a detailed program that is offered as a proposal. The program is delivered by the Vancouver Learning Centre’s highly qualified teaching faculty, one-to-one.

 









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