1

Using Multimedia to Overcome the Language Transition Struggle
Experienced by French Immersion Students

Grace Landreville
School of Education, Thompson Rivers University
Kamloops, BC

Author Note

A capstone project submitted to Thompson Rivers University in partial fulfilment of the
requirements of the degree of Master of Education.
Presented March 27th, 2022

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Table of Contents
Abstract

4

Chapter One: Introduction

5

My Master of Education Journey

5

Developing my Interest in the Topic

6

My Experience

6

My Observation

7

Significance of the Topic

8

Presenting my Argument

9

Paper Outline

10

Chapter Two: Literature Review

11

Theoretical Framework

11

Background Literature

12

Using Multimedia to Overcome

14

Multimedia Promotes a Connection

14

Multimedia Motivates

16

Multimedia Caters to the Inclusiveness

17

Summary

19

Chapter Three: Application

21

The Setting

21

Visual Media

21

The Context

22

In The Classroom

23

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Interactive Lessons

25

The Context

25

In The Classroom

27

The Limitations

29

Summary

30

Chapter Four: Conclusion

32

Summary

32

Implications

35

References

37

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Abstract
This paper is set within the context of my life journey as a student and as a teacher in the
French Immersion program in Canada. Through my journey as a French Immersion middle
school teacher and as a student of the Master of Education program, I have come to
recognize the language struggles that my French Immersion students experience when
switching from French to English subjects in middle school. The struggle comes from the
shortfall of support during the language shift. This paper claims that teachers should be
utilizing multimedia tools from images and videos to interactive web-based lessons to
facilitate a positive environment for students as they navigate this transition to strengthen
their success. First, multimedia tools promote a connection between language and visuals.
Second, multimedia motivates through a learner-centred approach. Finally, multimedia
tools cater to the inclusiveness of the students. The application of multimedia tools within
lessons can decrease the language struggle for French Immersion students during the
transition to English language-based courses. The implication is that teachers with the
intention to support the smooth language transitions of the French Immersion students,
teachers can utilize this tool to break down the language barrier in the students’ path.
Keywords: French Immersion, transition, language struggle, multimedia tools,
learner-centred, inclusiveness.

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Chapter One: Introduction
Chapter One introduces how my journey through the Master of Education program
at Thompson Rivers University and how my personal experience through the French
Immersion program has developed my interest in the language transition struggle of
French Immersion students. It will also introduce the argument of multimedia use to
overcome this language struggle.
My Master of Education Journey
Throughout my journey in the Master of Education program at Thompson Rivers
University, there were a few notable themes. In 1989, Kimberlé Crenshaw Williams coined
the term intersectionality which is defined as the intersection between multiple identities.
In the Diversity: Constructing Social Realities course, I reflected on teachers’ and students’
identities and how everyone brings in multiple cultures and perspectives into the school.
Teachers especially must be aware of their own complex identity that is brought into the
classroom. With the diverse identities of the student body, it is important to get to know
the students, so their background is recognized to establish their strengths and weakness.
Learning about Nel Nodding’s Ethic of Care in the Philosophy and History of Education
course played a major part in this theme. She emphasized on moral education and states
that education is more than just academics, that teachers “need more time for interaction
and understand what the students’ needs and wants are” (ThePublicVoiceSalon, 2018). To
boost this relationship, a child-centred mindset can reinforce learning that is related to the
student’s interests and experiences. When teachers make accommodations in the lessons to
the interests of the students, they can stimulate the students’ curiosity which facilitates
critical thinking. Additionally in the Philosophy and History of Education course, John

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Dewey’s Notion for Learning Through Doing also accompanies this theme (Gutek, 2011).
Learning by doing allows students to explore and express themselves creatively according
to individual capabilities.
Taking Noddings’ and Dewey’s philosophy into my lessons, my M.Ed. journey has
provided a different perspective on how establishing this relationship with students and
affirming their interests will provide the teachers with tools for a more equitable and
inclusive environment. A teacher’s role in creating a positive environment is emphasized in
the Principles and Process of Educational Leadership course. My journey has also provided
insight into methods and tools that can facilitate this effective atmosphere. Multimedia
tools can range simply from images and videos to more involved hands-on learning such as
web-based interactive games. The tools that I explored in the Designing Multimedia for
Curriculum course demonstrated how the lessons can be modified to the diverse needs of
the students. They also promoted hands-on learning which allows for more engagement.
The area where I want to build up my students stems from my interest and my identity as a
student and teacher of the French Immersion program.
Developing my Interest in this Topic
My interest in this topic originates from my struggle as a student in the French
Immersion program. Now a teacher in the French Immersion program, I have observed
similar language transition struggles in my students.
My Experience with the Language Struggle as a Student
I grew up speaking Chinese at home and then I was enrolled in the French
Immersion program from kindergarten to grade 12. I learned English through play with
friends when I started attending school at five years old. From kindergarten to grade three,

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all subject matters were taught in French. Later in elementary, in grade four, the
curriculum introduced English grammar, vocabulary and spelling in English Language Arts
class which is standard in Canada (Gov of BC, 2021). This was the first time I read or wrote
formally in English. I struggled as I did not have a solid foundation in English. When I went
to high school and English Language Arts classes were included in my schedule, I had a
challenging time. My sentence structures were backward, I did not know how to spell
correctly, and my reading level was low. Then to make things harder, my math and science
classes transitioned to English Language-based in grade 10 and I found it difficult to grasp
the new vocabulary as well as the new concepts. During my high school years, I did not feel
like the teachers knew or understood that there were students in their class that struggled
with English reading and writing because of their French-language foundation. The lessons
and the teachers did not support the language struggle of the French Immersion students
and I felt left behind.
My Observation of the Language Struggle in my Current Students
As a French Immersion math and science teacher for students in grades 8-10, I know
my curriculum is very vocabulary dependant. For one of the biology lessons, the class did a
video conference with a science museum to learn about genetics. The presenters spoke
English, but the concept is the same in any language. My students have been studying this
concept for a few lessons now and they were excited to get some hands-on demonstration.
However, as the presenter was speaking and asking questions, my students were silent
with confused looks on their faces. I realized that my students did not know the terms in
English. I asked the presenters to pause the presentation so I can translate the vocabulary
words into French for my students. There were sighs of relief and as the class continued the

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presentation, my students were able to follow along and engage with the presenter. It was
this situation that made me realize that my students struggled with the language barrier. I
teach them all the vocabulary and content in French, but many experiences come in
English. Furthermore, they will continue these subject matters in English when they are in
grade 10 and finally many of them will continue onto the English language-based working
environments. My students who are competent in the content feel lost with the language
barrier, and I recognize that I am not setting them up for success.
Significance of the Topic
The transition from middle school to high school is an important growth period.
Students are using their foundational skills to find their path to success. When there is a
language struggle, it can create an additional obstacle to their progress. Middle and high
school content relies heavily on vocabulary and English reading and writing skills. Math,
science, and social studies have extensive vocabulary throughout their content.
Researching for science requires a strong reading level. Writing essays in English and social
studies demands proper grammar and sentence structure. All subject matters revolve
around English reading and writing skills such as persuading others, recording
information, expressing feelings, and exploring the meaning of events and situations
(Graham, 2018). When the French Immersion students’ subject matter transitions from
French language-based to English language-based, many students struggle with the
language shift; the sentence structure and grammar are backwards, and they must re-learn
vocabulary words. There is a lag in their English reading and writing abilities that affects
their capabilities (Lazaruk, 2007). This issue is significant because in an already difficult
transition, with a lack of support, this struggle can have a severe impact on a student’s

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success. The teachers are responsible to facilitate a positive and successful transition.
There are many ways a teacher can help students overcome the experience of language
struggle. The significance of the multimedia tool focus is that it caters to the diversity of
21st-century learners to create the equitable and inclusive environment the students need.
Presenting my Argument
In this paper, I claim that teachers should utilize multimedia tools from images and
videos to interactive web-based lessons to aid French Immersion students’ transition from
French language-based courses to English language-based courses. I make this claim
because multimedia tools can facilitate a positive environment for French Immersion
students to strengthen their success as they navigate the transition. First, multimedia tools
promote a connection between language and visuals because people “learn more deeply
from words and pictures than from words alone” (Mayer, 2014, p. 385). Information in the
verbal channel and pictorial channel are organized together as the active processing makes
a network to prior knowledge to store in their long-term memory (Mayer, 2014). This ties
into the second point that multimedia motivates through a learner-centred approach that
John Dewey argues and that “it is not the particular subject studied that is important but
how it is studied” (Noddings, 2005, p.41). Finally, multimedia tools cater to the
inclusiveness of the learners as it provides alternative methods of learning (Johnson & Fox,
2003). For example, alternative methods of representation include visual, oral, or
kinesthetic. Alternative methods of expression allow students to demonstrate their
understanding by graphic or audio. Alternative methods of engagement can range from
minimal to additional support. The strategies offered by multimedia will create a smooth
transition for the French Immersion students.

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Paper Outline
In this paper, I argue that multimedia tools can facilitate a positive environment for
French Immersion students to strengthen their success as they navigate the transition.
Chapter two will look at literature that has been previously published on the reasons
behind the struggle during the French to English transition and how multimedia offers
strategies to offset this obstacle in three themes. Chapter three will highlight two
multimedia tools that can be applied for this approach. Chapter four will conclude the
paper by providing a summary and further implications for this practice.

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Chapter Two: Literature Review
The literature review begins with Mayer’s Cognitive Theory of Multimedia Learning
as a theoretical framework. This is followed by background literature on how French
Immersion students perform in English reading and writing. Next, the review presents the
main argument and reviews in-depth the literature that examines the effects of multimedia
in the classroom to support vocabulary and learning acquisition. This section is broken
down into three main themes: promoting a connection between language and visuals,
motivating through a learner-centred approach, and catering to the inclusiveness of the
learners. The literature review concludes with a summary as well as highlights areas where
further literature is required.
Theoretical Framework
Mayer’s (2014) Cognitive Theory of Multimedia Learning is the basis for multimedia
instructions and its principles are referred to throughout the literature review. The theory
is based on how people learn from words and pictures. The first principle, the dual-channel
principle, is based on Paivio’a 1986 dual-coding theory which states there are two distinct
channels for processing visual and verbal information (Mayer, 2014). Each channel has a
capacity on the amount of information it can process at a time which leads to the second
principle, the limited capacity principle. The third principle is the active processing
principle, which states that meaningful learning depends on a student’s cognitive process
during the time of learning. Mayer’s science of multimedia instruction is “consistent with
research evidence and grounded in cognitive theory” (Mayer, 2014, p. 395). Mayer (2014)
describes the next step is to further study to what degree each multimedia learning
principle applies to the different ways of learning in different learning contexts.

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Many other researchers have examined the effective use of visual and audio
multimedia in the classroom. For example, Ljubojevic et al. (2014) investigated the
addition of video content and Carter (2012), the inclusion of sounds. However, this
literature review uses Mayer’s theory as its framework because the three principles apply
to all aspects of multimedia, audio, visual and kinesthetic. According to Siemens et al.
(2015), there is a new generation of educational technology that is emerging that
distributes adaptive learning, while Bates (2015) states that “the key component is the
intervention of the teacher” (Bates, 2015, p. 198). Teachers are utilizing this tool to support
the diversity of their students in the classroom.
Mayer’s cognitive theory of multimedia learning will be referenced throughout this
literature review. The focus will be on how multimedia helps vocabulary acquisition to
strengthen a French Immersion student’s transition to English language-based courses.
Background Literature
There is literature present that reviews how the French Immersion program affects
the English reading and writing ability mainly at the primary level in Canada. Following the
timeline of a student’s academic career, there are mixed findings of when the English
language is affected. Lam (2017) suggests that by grade two, French Immersion students
have not had enough exposure to the French Language to disrupt their English
development. However, the administration of the Canadian Language Benchmark/Niveaux
de competence linguistiques canadiens (CLB/NCLC) to grade two students saw that
students in the English-stream outperformed their French Immersion peers in narrative
language and attributed this finding to students’ lack of formal schooling in English
(Burchell et al., 2020). In addition, schools in Ontario also “note a lag in grade 3 EFI [Early

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French Immersion] student’s English literacy performances” (Lazaruk, 2007, p.614). These
two cases demonstrate the experiences of elementary-age students who are not enrolled in
English Language Arts class right at the beginning of their academic careers. This is
corroborated by Jared (2008)’s finding that French Immersion students have weaker
performances on English tests due to the fact that they “get less practice reading in English
than regular program students” (Jared, 2008, p.4).
Moving into intermediate elementary, formal English Language Arts class is
introduced in grade 4 and there is a rise in students’ English proficiency where it is found
to be on par with their peers by end of elementary school. (Lazaruk, 2007). Bialystok et al.
(2012) also saw by grade 5, their “performance on English-language proficiency tasks were
maintained by French Immersion children throughout in spite of schooling being
conducted in French” (Bialystok et al., 2012, p.1). Skipping ahead to a grade 11 math class,
students described the transition from French to English as a brief period of difficulty when
learning new terms but the main source of anxiety stem from “concerns about leaving the
‘comfort zone’ of learning mathematics in French” (Culligan, 2010, p. 433). And in some
schools in Canada, there are findings that French immersion does not impede English
language and literacy skill development (Au-Yeung et al., 2015). However, there is a need
for more research concerning this in Canada about the French Immersion program and its
effect, particularly at the middle school and high school levels. The curriculum at this level
is where content becomes more advanced, and language vocabulary is a big factor in
comprehension.

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Using Multimedia to Overcome the Language Struggle
Multimedia is a representation of information that can include but is not limited to,
audio, text, images, video, animation, and interactive presentation or lesson. The following
literature reviews how multimedia can support vocabulary and learning acquisition
through three main themes: promoting a connection between language and visuals,
motivating through a learner-centred approach, and catering to the inclusiveness of the
learners.
Multimedia Promotes a Connection Between Language and Visuals
There is extensive literature that supports Mayer’s (2014) cognitive theory of
multimedia learning where multimedia instruction can help students “learn more deeply
from words and pictures than from words alone” in a variety of languages, at any level of
education (Mayer, 2014, p. 385). When acquiring vocabulary in a first or second language,
having a picture can be beneficial. Kim and Gilman (2008) found in their study that
participants that received visual text and added graphics outperformed in vocabulary
acquisition compared to others who did not receive the added graphics. The connection
between language and visual can be described as an equivalent relationship when text and
image communicate similar meanings. This relationship can also be additive, where the
text “clarified or added information and … strengthened the visual representation for
communicating” (Fitriani et al., 2019, p. 37). Gruhn et al. (2018) also found that adding
pictures to definitions may improve Dutch-speaking fourth-graders in urban and suburban
schools with word learning and retention. Ponce et al. (2013) saw students in elementary
and middle school in Chile who used graphic organizers (visual) improve on writing and
reading compared to traditional methods. Even in university, Thai students learned

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vocabulary better when multimedia was used (Yawileong, 2020). Synthesizing from the
literature, the connection between the language and visuals is strengthened because as
students transfer information from one format to another, their learning is deepened.
Lee and Mayer (2018) tested Mayer’s theory with Korean-speaking university
students. Those who received instructions through video with printed text rather than only
narration learned better. Visual information is processed in the visual channel of the brain
while oral information is processed in the auditory channel. Meaningful learning occurs
during the active process when one mentally organizes new aspects of verbal and pictorial
and integrates them with relevant prior knowledge (Mayer, 2014). This helps create a
connection to known vocabulary in a different language that is stored in the long-term
memory. Even new technology such as augmented reality (AR) can be used for language
learning as animation can help visualize phonological knowledge (Fan et al., 2020). Onscreen avatars help direct attention to the important parts of the lesson or guide a student
along. This allows for “corresponding verbal and pictorial representation to be held in
working memory at the same time so learner can make a connection between them” (Li et
al., 2019, p.1391). But when adding visuals, there is a limit as James and Mayer (2018)
argue that traditional slideshows are better than game-like apps.
Some disadvantages have been observed with adding a visual aspect. University
students stated that having text and narration can be a distraction due to the redundancy
principle (Yue, 2013). When the narration and the subtitles are the same, it is repetitive.
Additionally, the visual channel and auditory channel have a limited capacity to process
information as “on-screen text can cause extraneous processing” (Yue, 2013, p. 274). It is
also speculated by Fitriani et al. (2019) and Gruhn et al. (2019) that visuals could also

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distract from learning, but this needs further study as to where the line is between
effectiveness and distraction.
Multimedia Motivates Through a Learner-centred Approach
There is literature that supports how multimedia can motivate a student to be more
engaged with the material and vocabulary through a learner-centred approach. A learnercentred approach means the material is relevant to the student and revolves around their
needs and interest (Noddings, 2005). The use of multimedia in language learning is “hugely
beneficial in the learning process, making the learning process a learner-centred one which
takes cognizance of the individual needs of the students compared to the traditionally
oriented instructional methods, which revolves around the teacher as the sole arbiter of
knowledge” (Ezeh et al., 2021, p. 103). This advantage of reducing the part of the teacher
allows students the opportunity to lead and engage with their interests in the learning
process. James and Mayer (2018) describe this as the active learner theory; when a student
is immersed with the material, they are more likely to learn and show motivation to learn.
Jacobs and Fu (2014) also observed that capturing the motivation for reading and writing
of certain learners can be done best using digital tools. The literature established that when
the student is the focus, and the process acknowledged their interest, the student is more
motivated in their learning when new vocabulary is involved.
Multimedia can offer students the opportunity to practice at their convenience and
their own pace. Offering such an experience that stimulates self-activity not only reduces a
teacher’s workload but helps create a connection to real life to involve meaningful
interactions in the culture and language (Leow et al., 2014). Augmented reality is one of the
multimedia platforms that can offer that opportunity. It can present “language knowledge

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relating to everyday objects or real-world locations in an authentic learning environment”
(Fan et al., 2020, p. 1085). For example, game-like educational apps are intended to boost
learners’ motivation (James & Mayer, 2018). Or on-screen avatars with human-like social
gestures can increase a learner’s connection to social interactions which can generate more
effort from the student (Li et al., 2019). These literature examples determine that
multimedia can motivate through real-life interactions with or without the teacher as
students react to new methods of gaining knowledge through vocabulary.
However, there is a line between engaging to motivate and overloading the
cognitive process. The cognitive overload theory indicates there could be too much going
on (James & Mayer, 2018). There could be too much stimulation or irrelevant information
that the student must process. Additionally, many educators “fall victim to letting
technology drive the instructional design, rather than looking at the design from the
perspective, and limitations, of the learner” (Tayo & Oluwakemi, 2015, p.34). It is a learnercentred approach, meaning educators must keep that in mind when using multimedia to
motivate language learning and further literature can be done on the best method for this
approach.
Multimedia Caters to the Inclusiveness of the Learners
There are as different ways of learning as there is a diversity of students. There is
literature that shows that multimedia creates an inclusive environment as it can cater to
the different ways of learning. Tayo and Oluwakemi (2015) found that multimedia
supports learners of different ways of learning for junior high school students in Nigeria.
The study showed superior potency when using PowerPoint presentations compared to
conventional methods such as oral lectures, but there were no significant differences

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between different ways of learning themselves. Other studies have found that multimedia
can make interactions with abled and disabled students easier as they learn vocabulary in a
new language by reducing challenges and barriers. The accommodations made for the
visual or hearing impaired can also be beneficial for abled students (Faiz et al., 2020).
Augmented reality (AR) is an example that can facilitate collaboration between verbal and
non-verbal students (Fan et al., 2020). There are tools for all different students to use to
engage in the learning. An on-screen avatar that displays human-like gestures, movement,
eye contact, and facial expressions also increases vocabulary learning for all students (Li et
al., 2019). Synthesizing from the literature, multimedia demonstrates the best of both
worlds for student inclusiveness; the technology promotes independence but there is still
guidance and support for those who need it without the teacher’s physical intervention.
Multimedia caters not only to different ways of learning but also to different levels
of learning. For example, for students with lower reading comprehension, the “pictorial
support effects become stronger” (Gruhn et al., 2019, p. 31) as they can retrieve
information without reading. Unfortunately, the retention is not sustained because of the
lack of connection made between the verbal and visual information (Gruhn et al., 2019).
Jacobs and Fu (2013) also observed that using digital storytelling allowed students with
lower writing abilities to complete the writing activity along with their peers without
feeling they were disabled learners. Multimedia such as game-like applications can also
accommodate students who learn more in a hands-on method (James & Mayer, 2018). The
literature shows that the diversity of representation helps all students of different ways of
learning and different level of abilities.

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Teachers play an important role in incorporating multimedia as a tool to help
support disabled and abled students, however, teachers may not have access or the
training. Lack of access, training and use is a barrier in high schools in Florida which causes
frustration for teachers and students to create an inclusive environment (Larson et al.,
2009). Mayer also suggests further study is needed to determine what degree of each
multimedia learning principle applies to the different ways of learning (Mayer, 2014).
Summary
The synthesized literature suggests that multimedia provides many advantages
when it comes to acquiring vocabulary while learning new concepts. First, multimedia
promotes a connection between language and visual stimulus as one learns from a
combination of words and pictures. Visuals in the form of pictures, graphics, videos, or
animations can provide this support however this is a limit before it becomes a distraction.
Second, multimedia motivates through a learner-centred approach. Multimedia encourages
the focus to move away from the teacher and onto the student and their interest. When the
student is engaged, they are more involved in their language learning. Finally, multimedia
caters to the inclusiveness of the learners. Accommodations used to help disabled students
learn new vocabulary are also beneficial for abled students. The diversity of representation
helps all students of different ways of learning and different level of abilities. Data acquired
about multimedia from the literature review can be translated to overcome the language
transition struggles of the French Immersion students through vocabulary acquisition,
which will be explored in the next chapter.
Mayer (2014) also suggests further study is needed to determine what degree of each
multimedia learning principle applies to the different ways of learning in a different

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learning context. The literature supports multimedia as a tool in acquiring vocabulary in
many different languages, at many different levels. However, there is a deficit of literature
involving the education system in Canada. Additionally, further study is needed in the
specific context of French Immersion students in a middle and high school setting.
The next chapter will use what was synthesized in the literature review to support
the application of multimedia in the classroom setting, more precisely a middle school
classroom where French Immersion students are changing over to English language-based
subject matter.

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Chapter Three: Application
Chapter three describes the application of multimedia tools in a classroom setting to
help French Immersion students overcome the language struggle during the transition. The
two multimedia categories of application that will be discussed are visual media and
interactive lessons. Each application will link back to the literature review of chapter two
and the argument of creating an equitable environment for French Immersion students
through multimedia tools.
The Setting
The practical setting in which the argument will be applied is in a middle or high
school classroom, where French Immersion students have just had their core subjects
transferred over to English language-based. The English Language Arts class starts at either
grade seven or eight. The major switch happens in grade ten in most Canadian schools, this
includes the math and science courses. The curriculum in these subjects continues from
and builds on prior knowledge. In addition to learning new concepts, the French
Immersion students are also learning new vocabulary in a different language. There are
many similar words between the English and the French language because they share
many common roots. However, there are enough differences to make the transition difficult
for many students.
Visual Media
To help navigate the language struggle of French Immersion students during the
changeover, a teacher can apply multimedia in the lesson. Multimedia are forms of
communication of information using different content forms such as images and videos.

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This section will describe the benefits of adding a visual representation to the lesson,
including some examples of application in the classroom setting.
The Context
Images and videos add a visual component that helps a student create a connection
with the language. According to Mayer’s (2014) Cognitive Theory of Multimedia learning,
students “learn more deeply from words and pictures than from words alone” (Mayer,
2014, p. 385). Having an image could be beneficial for French Immersion students as they
are re-learning the terminology in English because of the added support of a visual. This is
not always necessary because the English and the French language’s mathematical,
scientific, and academic terms share a common etymology, namely Greek and Latin, for
example, discussion, calculer, and personne. In this case, the connection between language
and visuals is equivalent, as it communicates the same information that is already known to
the student (Fitriani et al., 2019). Yet, in spite of this common stock of roots, prefixes and
suffixes, the inconsistent application of the rules of transliteration and word-formation has
resulted in numerous differences which students might not understand, for example,
trouver, chercher, and endroit. Then the connection made between the language and visuals
is additive because the visual can help add information that is not already known and
strengthen the communication of the language. Additionally, if a student already knows the
vocabulary, an image helps fortify the learning. As a result, the corresponding verbal and
pictorial representation can be held simultaneously in the long-term memory so a student
can make a connection and master the new terminology (Li et al., 2019).
As this paper argues, having access to multimedia such as a visual representation for
glossary and concepts, the French Immersion students feel empowered with the notion

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that they can grasp the knowledge without the teacher's intervention. This learner-centred
approach shifts the focus onto the student’s capabilities and can motivate the students to
learn as they are engaged with the material (James & Mayer, 2018). In addition, having a
visual can assist learning for students who learn in different ways and at different rates
whether it is in English or French. According to Faiz et al. (2020), images and videos reduce
challenges and barriers for students to learn glossaries in a new language. Knowing how
students learn best stems from Noddings’ Ethic of Care; when teachers take the time to
know the students in the class through relationship building, teachers find their strengths
and weaknesses to help facilitate the lessons (Noddings, 2005). This includes getting to
know which students came from the French Immersion program. When a teacher creates
an inclusive environment through multimedia strategies catered to the students and
students feel recognized, they will succeed including the French Immersion students
during the progression of languages.
In The Classroom
In the middle and high school English language-based math and science class where
there are French Immersion students, images that accompany content are beneficial to help
grasp the concepts. For example, when learning about slope in math class, a graph with
point A and point B that demonstrates slope will provide a visual representation because
slope in French is quite different, it is pente. Order of operations may differ from one letter
in the acronym, BEDMAS vs PEDMAS, but a visual representation of the steps is still
beneficial for the language barrier and the concept. However, it is not needed for all math
definitions as English and French do share many similar vocabularies such as addition,
ordre, and graphique. Another example, in a science class, a visual representation

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comparing nature verses nurture traits in a genetic lesson is valuable because the
vocabulary is quite different as well; innée and acquis. A visual representation
demonstrating the steps in naming chemical compounds will be worthwhile as the
chemical names in French are in the reverse order compared to English. Again, not all
phrasing is different but the visual is still constructive for all students to grasp new
vocabulary and concepts. This multimedia tool can reduce the barriers that French
Immersion students face with the language endeavour and allow them to focus on learning
with their peers through an inclusive classroom.
In an English Language Arts class, a visual representation of a sentence structure
and grammar rules would be useful as grammar in English and French are quite different.
Many French Immersion students tackle writing competently in English, especially in their
first year of transition. In essay writing, brainstorming is important, and multimedia allows
room for the brainstorming to be done by visual representation as some students learn
differently. Another example, when writing competency is not the main assessment,
multimedia recognizes different methods of expression to demonstrate understanding, for
example, a poster, PowerPoint, or diorama. Additionally, for English reading, having
audiobooks to follow along with can assist with English phrasing where French Immersion
students might have difficulty pronouncing because of the different sound letters make in
the two languages. For example, there is no “th” sound in French. Visual representation is
not always adding an image. For example, audio can help one visualize a written story.
Audiobooks are inclusive and focus on the student as they are effective for students who
learn differently, students who are at different reading levels or provide independence for
students (Gruhn et al., 2019). Multimedia such as visual representation might not be

25

common in the English Language Arts class, but there are many benefits, especially for the
French Immersion students when it comes to English grammar. These tools are designed to
support all students to create an equitable learning environment.
Having students add in their own visual presentation to words not only helps build
the connection for a new internal dictionary but also shifts the focus into a learner-centred
approach to empower their learning. Multimedia facilitates the active learner theory that
James and Mayer (2018) describe where students are more motivated when they are
responsible for their learning. In math, science and English class, there is plenty of room for
the creativity of students to include their own visual representation to strengthen their
understanding of not only French Immersion students but all students.
Interactive Lessons
Another multimedia tool to apply in the classroom to overcome the language
struggle of French Immersion students during the expansion to English language studies
are interactive lessons. Interactive lessons can engage students, in particular, they prompt
students to engage with content, rather than passively absorb it. Technology plays a big
part in interactivity and has changed the lesson dynamic. This section will explain the
benefits of adding an interactive component to the lesson to create an engaging learning
environment, including some examples of applications in the classroom setting.
The Context
As previously mentioned, Mayer’s (2014) Cognitive Theory of Multimedia Learning
states that students learn better when there is a visual component. In addition to visual
representation, interactive lessons also provide for a more active engagement that
reinforces the connections made in the long-term memory (Li et al., 2019,). This is

26

beneficial for French Immersion students during the evolution of their courses because the
more support they receive and are offered a diverse method to make language connections,
the more likely they are to succeed. Interactive lessons are becoming more widely used in
the classroom. They include but are not limited to, the use of digital technology, social
media, augmented reality (AR), games and virtual communication. Interactive lessons shift
the focus away from the teacher, who traditionally is known as the sole arbiter of
knowledge (Ezeh et al., 2021). Many, but not all, interactive tools use technology which is
more interesting for 21st-century students. Providing material and medium that are
attractive for the students proves to be more concentrated directly on the students. The
advantage of a student being immersed and actively engaging with the material is that they
are more likely to learn and show motivation to learn (James & Mayer, 2018). Furthermore,
the use of interactive lessons relates to John Dewey’s notion of learning through doing as
students are interacting and manipulating the resource for learning (Gutek, 2011). This
tool is beneficial for French Immersion students as it is for all students to facilitate effective
learning.
Interactive lessons recognize that students work at their own pace. For French
Immersion students, the independence of learning at their own pace empowers them
because interactive lessons give real-time feedback which facilitates proficiency in new
vocabulary and concepts (James & Mayer, 2018). It also gives them space to make mistakes
and learn the terminology without the attention of the class and teacher intervention, this
can help build their confidence. This also opens the environment to be more inclusive to
the diverse ways students learn and the different rates at which each student learns. The
accommodation provided by interactive lessons is beneficial to all students, not only

27

French Immersion students (Faiz et al., 2020). They can boost collaboration between
different learning styles, verbal and non-verbal and various levels of language abilities (Fan
et al., 2020). Again, Noddings’ Ethic of Care encourages teachers to take the time to know
students through relationship building. This will shed light on their strengths and
weaknesses, as well as their way of learning (Noddings, 2005). Interactive lessons through
the virtual world or communication also expand the classroom beyond the four walls, these
experiences present language knowledge in an authentic learning environment (Fan et al.,
2020). Interactive lessons implement inspiring opportunities for all students as they
master new vocabulary and concepts.
In The Classroom
In the middle and high school English language-based math and science class where
there are French Immersion students, there are many opportunities to include interactive
lessons that help strengthen vocabulary and concepts. For example, math practice can be
done using online games such as Prodigy or Mathletics, where it follows the curriculum and
students must have an account that the teacher creates. Students get to work at their own
pace and teachers can set which level each student is assessed and monitor their progress.
Students have fun while they receive instant feedback and collaborate with their peers in
the classroom. They can even interact with other students around the world. This platform
gives the French Immersion student space to learn new speech and concepts in a safe
environment because they obtain non-direct support. Math projects can also be done using
real-world situations through interactive multimedia. For example, students can collect
data that the International Space Station makes available for math calculations in an
algebra or geometry unit. Interactive lessons give meaning to learning which is beneficial

28

to all students as they facilitate lessons that are of interest to the student. Another example,
in the science class, the class can take a virtual field trip to a museum that is in a different
city. Being immersed is valuable to all students and has many advantages, they have the
opportunity to go beyond the classroom for learning with an expert while having the audio
and visual connections being made for French Immersion students and students who learn
differently. Or collaborate with a classroom across the world about climate. French
Immersion students have the potential to communicate with someone who speaks French
and demonstrate the asset of their ability and feel empowered. Interactive lessons advocate
for the spotlight to be on the student to motivate and enable the students which supports
the main argument of creating and inclusive environment.
In the English Language Arts class, interactive lessons can help support writing with
tools such as speech to text. This multimedia tool can be useful for French Immersion
students so they can hear and see if they make grammar mistakes since French and English
grammar structures are opposite in many ways. Additionally, when French Immersion
students are still learning new expressions in English, speech to text can support students
in spelling (Gruhn et al., 2019). Another example is using digital storytelling to allow
students to complete the writing activity with support using a different format other than
paper and pen. Interactive lessons can also help support reading with audiobooks and
audio files by helping French Immersion students hear how English words are pronounced
if they are having difficulty sounding out some letters and different sounds. These tools
might not be necessary for all French Immersion students, but it is present for those who
need them, including those who learn differently that are not from a French Immersion
background. Another example is a tool called HP5. It has a large resource of interactive

29

lesson templates where a teacher can upload text, images or video and students need to
complete activities to assess comprehension before moving on. This can represent
materials in different ways to include all students for a more inclusive environment. An onscreen avatar provides guidance by highlighting important concepts or offering feedback
during comprehension assessment. This could be more comfortable for French Immersion
students if they are still uneasy with the adjustment if they are struggling. Interactive
lessons in a language class present information in a diverse manner for the inclusiveness of
French Immersion students as well as other students who learn in different ways or at
different rates.
The range of interactive lessons is vast, there are diverse resources available to
overcome the language conflict and enrich students’ experience in the classroom.
Interactive lessons can bring a science lesson alive, a math project more connected to real
life and English lessons more diverse. They also enable students to work at their own pace
or have guidance, but the teacher does not need to physically intervene. These advantages
support the language trials of the French Immersion students while boosting their
confidence and can be used for all students.
The Limitations
The best practice of multimedia tools stems from Noddings’ ethic of care. Teachers
must take the time to know their students, to know who was in the French Immersion
program, who struggles, who needs enrichment, how does each student learn and what
their interests and needs are. Teachers might not always make time for this important step,
but it is essential for the multimedia to be appropriately utilized to help students become
successful.

30

As there are many advantages of multimedia as a tool to overcome the language
undertaking of French Immersion students during the transition, there are also some
disadvantages and limitations. Having access to technology is not a given for all schools,
especially in the rural parts is one big limitation while the lack of training that teachers
receive is another frustration (Larson et al., 2009). However, multimedia does not
necessarily need technology, visual representations can be handmade such as posters and
interactive lessons can be a hands-on science experiment. Even if a teacher has access to
technology and training, there is still a shortage of time allotted for the development of
these lessons. In that time frame, teachers also need to consider online safety for the
students. When teachers utilize multimedia, they must ensure to not let the technology
drive the instructional design but rather the student and their needs (Tayo & Oluwakemi,
2015). Multimedia is only favourable if used correctly.
Summary
In the practical setting of a middle or high school classroom, where French
Immersion students have just had their core subjects converted to English language-based,
multimedia tools such as visual media and interactive lessons can be used to overcome the
language struggles. The best way to know if students were in French Immersion is to get to
know them. This is Noddings’ Ethic of Care of building a relationship to know the students
and their strengths and weaknesses. This is not only useful for French Immersion students
but for all students as teachers can also recognize how each student learns.
Multimedia such as images and videos add a visual component that helps a student
create a connection with the language. An image can improve grammar structure in English
Language Arts class as the sentence structure in English is opposite to that of French. A

31

video can also assist with concept mastery in math and science classes. Additionally, it
represents the material in a different manner for students who learn differently. Another
multimedia tool representation includes interactive lessons. Active engagement reinforces
the connections made in long-term memory. Interactive lessons can bring a science lesson
alive or a math project more connected to real life. And in English Language Arts, have a
more diverse method to demonstrate understanding. Multimedia empowers learning
fixated on the student, giving them the freedom to learn at their own pace with instant
feedback and guidance without the teacher's physical intervention for a varied level of
engagement. Multimedia reduces challenges and barriers for students who are from the
French Immersion program, who learn differently and who learn at different rates to learn
vocabulary in a new language while mastering new concepts to create a positive
environment for all.

32

Chapter Four: Conclusion
In this paper, I argue that multimedia tools can support the language struggles and
barriers of French Immersion students as they transition their course to English languagebased in the middle and high school setting. This final chapter will summarize chapters one
through three and how they are connected, concluding with the success of the argument
and further implications it will have on the scholarly and practical world.
Summary
French Immersion students have a hard time when it comes to learning the
curriculum in English when they have been in French Immersion for an extended period of
time. I present in this paper some multimedia tools that can be adopted to bolster their
learning of terminology and concepts for their success during the changeover. My interest
in the language struggles of French Immersion students originated through my life and
school experiences as discussed in chapter one’s introduction. Wanting to know more
about this topic, the literature review of chapter two found previous work from others for
and against this argument so that all perspectives might be presented. With this evidence,
the application chapter demonstrates how to apply it in a classroom setting to strengthen
the French Immersion students’ success.
Throughout my life, I have experienced the French Immersion program and
recognized the language struggle as a student and as a teacher. This struggle is present
during the transition of core subject matters to English language-based during middle
school and high school. Not only are the students learning new concepts, but they are also
re-learning vocabulary in English and that can cause challenges. Using what I have learned
throughout the M.Ed. program, Noddings’ Ethic of Care played a big part in bringing

33

awareness of building relationships with the students to know how they learn, including
strengths and weaknesses. Along with Dewey’s Notion of Learning Through Doing,
multimedia emerged as a tool that can be utilized in the classroom to support the French
Immersion students in their language struggle. I identify that this topic was significant
because it is the teachers’ responsibility to create an equitable environment and the French
Immersion students might not be known as a group that needed support. With this, I
present my argument of multimedia and follow up with a literature review to research
what others have found.
Following the literature review focusing on how multimedia can support language
learning, three themes were developed to support the argument of multimedia advantages
in the classroom for French Immersion students. Using Mayer’s (2014) Cognitive Theory of
Multimedia Learning as a base, much of the literature emphasizes the asset of the
multimedia tool to vocabulary and learning acquisition. The first theme is that multimedia
promotes a connection between language and visuals. Researchers such as Kim and Gilman
(2008), Gruhn et al. (2018), and Ponce et al. (2013) saw that a combination of words and
pictures can support language learning at a variety of levels and languages. However, it is
noted that there is a limit before the visual becomes a distraction. The second theme is that
multimedia motivates through a learner-centred approach. Ezeh et al. (2021) state that
multimedia encourages the focus to move away from the teacher, who is traditionally the
main provider of knowledge. While James and Mayer (2018) describe this as the active
learner theory because when the student is engaged, they are more involved in their
language learning. The final theme is that multimedia caters to the inclusiveness of the
learners. Accommodations that benefited disabled students learn new vocabulary are also

34

valuable for abled students (Faiz et al., 2020). The diversity of representation helps all
students who learn differently and at different levels of abilities. Even with the broad scope
of the literature review’s focus on language learning at different levels and with different
languages, I can draw the conclusions that multimedia can support the language learning of
French Immersion students as well. With the support from the literature of multimedia and
expanding on the literature gap of the effects on French Immersion students, I present
applications of multimedia in the classroom setting.
In the middle and high school classes where students have recently switched from
French to English language-based, the two main multimedia categories that I apply in my
classroom are visual media and interactive lessons. Connecting back to my M.Ed., I refer to
Noddings’ Ethic of Care to build relationships with my students to get to know them and
their diverse ways of learning along with their strengths and weakness. This assisted in
creating lessons that are focused on the student for better engagement and are allembracing. In my application of multimedia, I find success using visual media such as
images and videos in the math and science classroom to reinforce vocabulary re-learning
and concept mastery. In addition, visual media strongly improves grammar structure in the
English Language Arts class to benefit French Immersion students who find writing in
English challenging (Li et al., 2019). Interactive lessons successfully bring a science lesson
alive and a math project more connected to real life for all students. And in English
Language Arts, there is a more diverse method to express understanding. These
multimedia applications demonstrate a clear link between the literature and the strategies
in action.

35

In conclusion, with the support of the literature review of the benefits of multimedia
tools in language learning and the evidence of successful application of multimedia tools in
the classroom, this paper has clearly shown that multimedia facilitates an inclusive
environment for French Immersion students. The data also confirms that multimedia
empower French Immersion students during their transition.
Implications
Connecting my paper to the scholarly context, the argument to use multimedia tools
to overcome the language struggle of French Immersion students contributes to the larger
theoretical conversation about inclusiveness. As the diversity of the students grows in the
classroom, the lessons and tools need to cater to the wide range of ability levels and ways
of learning. This includes students coming from a different background such as French
Immersion students. My paper demonstrates the use of multimedia in facilitating
vocabulary learning for French Immersion students transitioning to English languagebased classes in the middle and high school setting. By creating a learner-centred approach,
students are empowered through engagement and independence. Employing alternate
methods of representation, expression and engagement, multimedia creates an inclusive
environment for the uniqueness of all the students. When teachers embrace the diversity of
their students with more comprehensive approaches which multimedia facilitate, students
feel recognized. This recognition blossoms into encouragement and motivation. My paper
expands on this specifically for the French Immersion students. It provides the support to
break down the language struggle so they may have a positive learning environment with
their peer in the English language-based classes and a successful progression through the
transition.

36

Further implications of my paper would be to inspire change in the world of
education during a growth period beyond high school such as attending university, where
the transition experience can be challenging. The strategies offered by multimedia will
create an equitable environment for students, such as demonstrated by the smooth
transition for the French Immersion students. Noddings’ Ethic of Care requires a base
practice of getting to know the students and how they learn to facilitate these inclusive
lessons. Inclusivity would be adopted by all teachers to emphasize the importance of
valuing all students and how they learn. Teachers would also consider Dewey’s Notion of
Learning by implementing these strategies to engage the students. As a result, teachers
would incorporate multimedia tools as a strategy to empower students through learnercentred approach to create a positive and inclusive learning environment.
In conclusion, I am proud that my life experience in the French Immersion program
and my M.Ed. journey has brought me here to my capstone paper, adding to the scholarly
context of inclusiveness and speaking up for future French Immersion students. I hope this
paper inspires teachers in the classroom and opens the conversation for more literature
and research into the effects of the French Immersion program through many different
levels and topics.

37

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