| This study sought to understand the social realities behind the language learning experiences of a set of learners enrolled in a dual immersion program, specifically a French-English program. This study adopts a sociocultural lens to obtain a holistic view of language learning. In-depth interviews with 25 high school students who all had varying levels of French-language ability and had different family backgrounds were held. Information about the students and their academic progress was also obtained by a review of academic transcripts and student files. The students were grouped by their ability level in French and then categorized as successful, moderately successful, and weak language learners. The study presents an account of the participants' reactions to their language learning education; their views about the language learning experience in general; the level of parental support they received; the friendships they had been able to form with French students at school; their motivation for learning French; and finally, the positive and negative experiences they had within their classroom setting.;This study found that the different ability groups of language learners evinced patterns of language learning and exposure to French that separated one group from the other. In general, the most successful language learners had very supportive parents, were academically independent, loved to read, and forged strong relationships with members of the French community, making French a very important part of their lives. In contrast, moderate learners were not as independent in their schooling and needed much support from parents. They did not make strong connections with members of the target language community, and French never became part of their identity. Weak learners, like moderate ones, did not develop relationships with native French speakers; they received little support from their family for school or the language learning project, and they rationalized French as being a useful skill.;No one single social factor guaranteed successful language learning for these students. Age was not found a factor facilitating second-language acquisition. Success in language learning was the result of a web of social realities and situations that interacted with and reinforced each other to breed success. |
