An Analytical Study of Factors for the Success of Immersion Education in Canada

加拿大的浸入式教育因其在不牺牲内容学习的前提下培养高水平的第二语言交际能力方面的突出成就而受到世界各国第二语言教育界的关注。主要目的是从定量和定性的角度来定义法国沉浸式教育的成功，然后指定的成功因素。这些促成因素分别在教学、机构和社会层面上被确定。在教学层面上，研究确定了方法因素，教师因素和学习者因素。在制度层面上，研究确定了环境因素，课程因素和行政因素。在社会层面上，研究确定了与官方语言政策的联系，这种联系的合作网络以及法语学习的社会激励措施是主要的社会因素。该研究还通过问卷调查和与四组直接或间接参与浸入式教育的人（父母、前学生、校长和研究人员）的访谈，分析了利益攸关方对法语浸入式教育及其成功的看法。分析表明，参与浸入式教育的人对浸入式教育方案和法语学习者获得的法语水平非常满意，研究人员的满意度较高，家长的满意度较低，这种满意度在认知成就方面较高，在情感成就方面较低，利益攸关方的积极看法在微观层面的成功与宏观层面的成功之间的循环过程中发挥着重要作用。

The research focused on immersion education in Canada, which has been attracting more and more attention from those involved in second language education around the world because of its outstanding success in fostering high-level communicative competence in a second language at no cost of content learning. The main purpose was to define the successfulness of French immersion education from quantitative and qualitative perspectives and then specify factors which have contributed to the success. Those contributing factors were identified on pedagogical, institutional, and societal levels respectively. On a pedagogical level, the research has identified methodological factors, teacher factors and learner factors. On an institutional level, the research has identified environmental factors, curriculum factors, and administrative factors. On a societal level, the research has identified the linkage with the official languages policy, the collaboration network for this linkage, and social incentives for French language learning as major societal factors. The research has also analysed stakeholders' perceptions about French immersion education and its success through questionnaires and interviews with four groups of people (parents, former students, headmasters, and researchers) who were or had been involved in immersion education directly or indirectly. The analysis has revealed that those involved in immersion education are very much satisfied with immersion education programmes and French proficiency learners have acquired, that this satisfaction is higher among researchers and lower among parents, that this satisfaction is higher in the domain of cognitive achievement and is lower in the domain of affective achievement, and that stakeholders' positive perceptions play a significant role in the circulatory process between micro-level success and macro-level success.