'Tell Me What You Do at School'... A Comparison of Children's School Scripts in English First Language and French Immersion Second Language Kindergarten Programmes

Abstract

This study extends the research on academic outcomes of second language immersion schooling by comparing children's early experiences in and understanding of regular and French immersion kindergartens through script analysis. Sixty-four female and 56 male kindergarten children were asked to 'tell about kindergarten from the time you get to school until you go home'. Twenty of the children were interviewed using puppets. Scripts were analysed quantitatively (for length and complexity) and qualitatively (for content and pronoun use). Script length was somewhat greater for children in French immersion programmes. Script complexity differed somewhat between programmes; children in regular first language programmes reported more simple sequences and fewer complex sequences than children in French immersion programmes. Script content also differed; French immersion children placed significantly more emphasis on the teacher. There were differences in children's use of personal pronouns in the two language groups and when puppets were used to report scripts. Nevertheless, the similarities between programmes were greater than the differences; for example, all children placed the greatest content emphasis on play. Findings are discussed in terms of children's understanding of school and in terms of early experience as a contributor to long-term outcomes in early language immersion schooling.