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Using an academic discourse socialization approach, the paper investigates how learners interpret their literacy development while moving into an immersion program aimed at advanced bilingualism. Results emphasize that the transition can disrupt students’ self-perceptions as French learners and affect their sense of the legitimacy of prior high school French experiences, shaping engagement and identity during the change.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-transition-from-secondary-school-french-programs-into-university-level-french-immersion-paper/596149/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-transition-from-secondary-school-french-programs-into-university-level-french-immersion-paper/596149.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study explores how students’ literacy and learner identity perspectives are affected when they transition from high school French programs to a university-level French immersion stream.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the study designed?",{"text":117,"@type":113},"It uses longitudinal qualitative case studies of two students enrolled in a Canadian university-level immersion stream.",{"name":119,"@type":110,"acceptedAnswer":120},"What approach guides the analysis?",{"text":121,"@type":113},"The paper applies an academic discourse socialization approach to examine students’ perspectives on literacy development during the transition.",{"name":123,"@type":110,"acceptedAnswer":124},"What do the findings suggest about student experience?",{"text":125,"@type":113},"The transition challenges students’ perceptions of themselves as French learners and their sense that their high school French experiences are legitimate.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},596149,1792671960,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Students’ Transition from Secondary School French Programs into University Level French Immersion  \nJérémie Séror  \nUniversity of Ottawa  \nAlysse Weinberg  \nUniversity of Ottawa  \nAbstract  \nA great deal of time and resources are invested throughout Canada to encourage students to learn French as a second official language through a variety of programs (core French, intensive French, and French immersion programs) . Little is known, however, about the impact of these efforts once French language learners complete their high school studies. This paper reports on longitudinal qualitative case studies of two students registered within a Canadian university-level immersion stream. Drawing on an academic discourse socialization approach, the paper examines students’ perspectives of their literacy development as they transition from high school French language programs to a universitylevel immersion program designed to promote advanced levels of bilingualism. Findings stress how the experience of transitioning from French high school programs to university immersion challenges students’ perception of themselves as French learners and their notion of the legitimacy of their high school French experiences.  \nRésumé  \nAu Canada, les différents paliers éducatifs investissent un montant considérable de temps et de ressources pour encourager des élèves à apprendre le français comme deuxième langue officielle grâce à divers programmes (français de base, français intensif et programmes d'immersion française) . Cependant peu de recherches se sont penchées sur l'impact de ces efforts une fois que les apprenants de français terminent leurs études au secondaire. Cet article présente une étude de cas qualitative longitudinale portant sur deux étudiantesinscrites dans un programme d'immersion offert dans une université canadienne. Ens'appuyant sur une approche de socialisation du discours académique, l'article examine la perspective et le positionnement des étudiantes en ce qui a trait au développement de leurshabiletés langagières alors qu'elles font la transition entre des programmes de français au secondaire vers un programme d'immersion universitaire conçu pour promouvoir des niveaux avancés de bilinguisme. Les résultats soulignent comment l'expérience de la transition entre les programmes de français du secondaire vers l'immersion universitaire remet en question la perception que les étudiants ont d'elles-mêmes en tant qu'apprenantes du français et leurs notions de la légitimité des programmes de français au secondaire.  \nCanadian Journal of Applied Linguistics: 24, 1 (2021): 159-180  \nCJAL * RCLA Séror & Weinberg 160  \nStudents’ Transition from Secondary School French Programs into University Level  \nFrench Immersion  \nIn Canada, a long tradition of research on immersion programs in public schools has highlighted the benefits of content-based language learning approaches (Genesee & Lindholm-Leary, 2013; Lyster & Tedick, 2014; Swain & Johnson, 1997) . This innovative approach to French second language learning, first developed in 1965 (Lambert & Tucker, 1972), was among the first formal public school program of its kind to adopt an integrated approach to language and content development for second language acquisition (Brinton et al., 2003; Cammarata, 2016) . These programs were designed to immerse Anglophone students in the target language (French) by teaching content courses predominantly in French in elementary schools and selectively in secondary schools.  \nResearch on the educational outcomes ofthis immersion approach suggests that these programs align themselves well with Canada’s commitment to the promotion of opportunities for students to effectively learn their second official language (Government of Canada, 2018) . The immersion approach has also been shown to lead to “significant linguistic, academic, and cognitive benefits”(Lazaruk, 2007, p. 606) . Indeed, a wide body of research supports the effectiveness of immersion programs a","cbCaiu6KMY1mbx29","https://ap.wps.com/l/cbCaiu6KMY1mbx29","pdf",321002,22,"English","# Introduction\n## Background on immersion programs\n## Evidence of educational and linguistic outcomes\n## Growth and tertiary-level immersion interest\n# Study focus and approach\n## Research design and participants\n## Analytical framework","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study explores how students’ literacy and learner identity perspectives are affected when they transition from high school French programs to a university-level French immersion stream.\"},{\"question\":\"How is the study designed?\",\"answer\":\"It uses longitudinal qualitative case studies of two students enrolled in a Canadian university-level immersion stream.\"},{\"question\":\"What approach guides the analysis?\",\"answer\":\"The paper applies an academic discourse socialization approach to examine students’ perspectives on literacy development during the transition.\"},{\"question\":\"What do the findings suggest about student experience?\",\"answer\":\"The transition challenges students’ perceptions of themselves as French learners and their sense that their high school French experiences are legitimate.\"}]","Students’ Transition from Secondary School French Programs into University Level French Immersion - paper | PDF",1792082533,55]