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Westboro Academy offers students a truly bilingual education. Our unique daily structure ensures that students in Grades 1-8 receive half of their instruction each day in each of Canada’s two official languages. Equal time is given to each language and students thrive in the bilingual environment. Our Kindergarten students attend each day completely in French. This allows them the time and exposure needed to acquire the French skills to succeed in the upper years. The English portion of the day includes English Language Arts and Mathematics. The curriculum we use follows the Ontario Ministry of Education expectations and we use this as the baseline from which we enrich our program. The French portion of the day follows the Ministry of Quebec’s program for Français langue maternelle (French First Language), and the Ontario curriculum for études sociales (Social Studies). We use the provincial expectations as our minimum standard. Many of our courses are taught by specialist teachers and may be in English or French. These specialist courses include Science, Music, Art and Physical Education. The Bilingual Advantage Bilinguals have:
- Greater mental flexibility
- Higher IQ’s
- Greater abstract thinking
- Greater lexical independence
- Superior concept formulation
- Better classification skills
- Superior analogical reasoning
- Superior visual-spatial skills
- Better semantic development
Bilingualism and Employment:
- There is an increasing demand for bilingual employees throughout the world
- Bilingual employees in Canada earn salaries that average 10% higher
- In Canada, bilinguals are less likely to be unemployed
- Bilingualism is an asset in gaining a job in the top companies
- Bilingual candidates can enter the job market and change jobs more easily than unilingual persons.
Bialystok, Ellen (2001) Bilingualism in Development: Language, Literacy and Cognition, CUP.
Canadian Council on Learning (2008). Lessons in Learning: Parlez-vous français? The advantages of bilingualism in Canada. Ottawa, October 2008.
Hakuta, Kenji, Bernardo M. Ferdman and Rafael M. Diaz, (1987). Bilingualism and cognitive development: Three perspectives. In S. Rosenberg (Ed.), Advances in applied psycholinguistics, vol. II: Reading, writing and language learning, 284-319.
Peal, Elizabeth and Lambert, Wallace, (1962). The Relation of Bilingualism to Intelligence, Psychological Monographs, 76, 1–23.