Formal Literacy Instruction and the Development of Oral Language in Manitoba French Immersion Early Years Classrooms

Oct 15, 2026

Uploaded by Bulrr

French Immersion instruction often prioritizes oral language before formal literacy practices, supported by Manitoba Education’s curriculum emphasis on oral acquisition prior to reading and writing. This article investigates how early years French Immersion teachers use supportive literacy practices to strengthen students’ social-emotional development and oral language growth. Research is presented to justify coordinated language acquisition and kindergarten/grade 1 literacy development strategies within a French Immersion setting.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Abstract

Oral Language as a Foundation for Literacy

Manitoba French Immersion Program and Curriculum Priorities

Problem

Recommended Early Years Literacy Activities

Research Questions and Argument

Literature Review

Learning Through Play

SPECIAL INTEREST ARTICLE Formal Literacy Instruction and the Development of Oral Language in Manitoba French Immersion Early Years Classrooms Kathryn Reuter Abstract French Immersion instruction has often focused on the development of oral language as the primary method of early literacy learning. Manitoba Education endorses this focus with its curricular emphasis on oral language acquisition before formal reading and writing instruction. This article examines the role of early years French immersion teachers in supporting both early years students’ social-emotional development and early language development through supportive literacy practices. The author presents research that supports language acquisition alongside pedagogical methods that support kindergarten and grade 1 literacy development in a French Immersion environment. Oral language is foundational to language learning. Oral language development emerges throughout a child’s first years of life. The first cries and coos of babies are their primary way of communicating with their world. As babies develop into toddlers, their ability to communicate with more complex language structures enhances their interactions with the world and helps them to build meaning and connections to their environment. Literacy researcher Marie Clay (2004) wrote extensively on oral language development and its impact on children’s literacy skills. As children enter school, their oral language forms the basis of their literacy learning (Clay, 2004, p. 1) . They learn how to communicate not only through spoken words but also through written work, as they reciprocally learn how to receive messages from text around them. The French Immersion program in Manitoba (Manitoba Education, 2017) is built for students to develop French as an additional language through an immersive experience. French language develops as students are taught in French across subjects. Manitoba Education understands the importance of oral language underpinning the literacy process (Manitoba Education and Advanced Learning, 2015), as any formal literacy instruction is delayed until the beginning of grade 2. Accordingly, kindergarten and grade 1 focus primarily on developing students’ French oral language to support the forthcoming literacy instruction in later years. Manitoba Education and Advanced Learning’s (2015) curriculum support document for kindergarten teachers endorses a holistic play-based approach to early childhood development as the best practice for teachers. This document outlines in detail the need for experiential and inquiry learning through play during kindergarten. Problem Manitoba Education has tasked French Immersion teachers with developing the whole child through a holistic play-based approach while simultaneously developing French oral language competencies in their students. However, in my kindergarten classrooms, I have observed many students who have not developed a sufficient amount of French vocabulary or language structures to communicate in French during their experiential learning, which leads to nonimmersive French experiences during play. While children may be developing in many other ways, their time in play has limited value for their French language learning. Teachers must find other teaching opportunities to develop students in their oral language and literacy knowledge. Manitoba Education’s (2017) French Immersion document outlines the literacy activities that should be occurring in the early years classroom. Activities such as reading wordless picture books, read alouds, echo reading, and choral reading are all recommended as good teaching practices. The document prioritizes the development of oral language: “During a student’s first two years in French Immersion, priority must be given to the development of French oral language”(Manitoba Education , p. 4) . French Immersion Early Years teachers are then tasked with a problem – how to create immersive French

FAQs

Why does Manitoba French Immersion prioritize oral language in early years?

Manitoba Education emphasizes oral language acquisition before formal reading and writing, delaying formal literacy instruction until the beginning of grade 2.

What problem does the author observe in kindergarten French Immersion classrooms?

Many students lack sufficient French vocabulary and language structures to communicate during experiential play, which limits the immersive value of play for French language learning.

How does the paper argue teachers can improve oral language development?

The paper contends that increasing formal literacy opportunities in early years will enhance oral language development, even while maintaining a holistic play-based approach.

Oct 15, 2026

Uploaded by Bulrr