Overview
The K-4 Foundational Français langue seconde - immersion Learning Progressions align directly with the Français langue seconde - immersion curriculum learning standards and describe what proficient students look like when they are demonstrating foundational skills in reading, writing, and oral language in a French immersion context. The K-4 Foundational Français langue seconde - immersion Learning Progressions were drawn from the professional experience and expertise of a Teacher Development Team, who were selected by the BCTF to represent classrooms from across the province. The Development Team drew on their years of experience observing students’ process and products of learning and using evidence-based best practices in foundational skill development to draft the K-4 Learning Progressions. The proficiency descriptors represent an end of year goal for learning. As such, many students will be developing through the school year as they move towards the goal of proficient by the end of the school year.
View the K-4 Foundational Français langue seconde – immersion Learning Progressions:
Feedback
Please provide responses to the questions listed below regarding your experiences using the K-4 Foundational Français langue seconde - immersion Learning Progressions.
Field Review will be open from February 27 until April 10, 2026. We will collect and review all submissions and use your feedback to ensure the K-4 Foundational Français langue seconde - immersion Proficiencies meet the needs of French immersion teachers. If possible, we encourage teachers to use the K-4 Foundational Français langue seconde - immersion Learning Progressions prior to sharing feedback.
We would appreciate your responses to the questions listed below regarding your experiences using the K-4 Foundational Français langue seconde immersion Learning Progressions.
- The K-4 Foundational Français langue seconde - immersion Learning Progressions align with the reading, writing, and oral language skills in the K-4 Foundational English Language Arts Learning Progressions. Are there foundational skills or sub-skills that are not represented in the French immersion document? What skills would you add, replace, or leave out?
- How do the proficiency descriptors at each grade align with the level of student proficiency you observe in your French immersion classroom? Are there areas where descriptors are too advanced or not advanced enough? Please provide suggestions for details or examples to help clarify the proficiency descriptors, if needed.
- Are there terms in the K-4 Foundational Français langue seconde - immersion proficiency descriptors for which additional definitions would be helpful? Please provide suggestions for terms, definitions, and/or examples.
- What additional resources (e.g., Teaching and Learning Stories, Curricular Connections, additional definitions, webinars) would help you develop foundational French language skills within your classroom?
- In addition to these questions, please feel free to share any other feedback regarding the K-4 Foundational Français langue seconde - immersion Proficiencies via email at: LearningPathways@gov.bc.ca.