Non-French-speaking children in bilingual schools: orientation

A non-French-speaking child can certainly attend a French-English bilingual school. These schools are generally well-equipped to welcome international students thanks to their daily bilingual environment. Bilingual schools offer simultaneous instruction in both languages, and the presence of English-speaking teachers and students facilitates social integration. Specific support programs in French as a Foreign Language (FLE) are generally available to assist with learning French.

Key takeaways:

• Bilingual schools are ideal for non-French-speaking children thanks to simultaneous language immersion
• The international environment facilitates the integration of foreign children both academically and socially
• FLE (French as a Foreign Language) programs are specifically designed to support the acquisition of French
• Young children learn a new language more quickly (3–8 months for the basics, 1–2 years for fluency)

Why choose a bilingual school for a child who doesn't speak French?

When a non-French-speaking family moves to Paris, choosing a bilingual school offers several major advantages over a traditional French school or an international school that is exclusively English-speaking.

The Benefits of Bilingual Immersion

• A smoother transition: In a partially English-speaking environment, the child can rely on their native language or English while learning French
• Dual language proficiency: Children develop their skills in both French and English at the same time
• Appropriate methodology: Teachers are accustomed to working with multilingual children
• International environment: The presence of other international children facilitates social integration

In Paris, several private bilingual Montessori schools offer this type of education using a supportive teaching approach that encourages the natural acquisition of languages.

How does simultaneous language learning work?

In Parisian bilingual schools, language immersion generally follows two main models:

The "one person, one language" model

This method, which is particularly effective for young children, involves associating each language with a specific person:

• Each class is taught by two full-time teachers: one French-speaking and one English-speaking
• Each teacher speaks exclusively in their native language
• Children naturally learn to associate each language with a specific context and person
• This method prevents linguistic confusion and promotes balanced bilingualism

For example, the Montessori method used in some bilingual schools in Paris encourages this natural immersion by offering educational activities in both languages throughout the day.

Alternate or split shifts

Other schools opt for a staggered schedule for language classes:

• Alternating half-days (mornings in French, afternoons in English, or vice versa)
• Alternating full days (Monday–Thursday in French, Tuesday–Friday in English)
• Breakdown by subject (some courses are taught in French, others in English)

This approach provides balanced exposure to both languages while creating coherent learning units.

French as a Foreign Language (FLE) support for non-French speakers

To help non-French-speaking children integrate, bilingual schools have implemented specific support programs.

The FLE (French as a Foreign Language) program

This language support program is specifically designed for children whose first language is not French:

• Individual or small-group sessions held alongside regular classes
• Emphasis on functional communication (everyday vocabulary, common expressions)
• A fun and interactive approach tailored to the child's age
• Personalized learning tailored to each child's pace of learning
• Regular assessment of progress by specialized teachers

Social and cultural integration

Learning a new language is not limited to linguistic aspects:

• Organizinggroup activities that encourage interaction among children
• A gradual introduction to French cultural elements (songs, stories, traditions)
• Parental Involvement in the Integration Process
• Use of visual aids and gestures to facilitate understanding

Time it takes for a non-French-speaking child to learn French

The speed at which a child learns a new language varies considerably depending on the child’s age and other individual factors.

The traditional stages of acquisition

For a non-French-speaking child starting at a bilingual school in Paris, the following timeframes generally apply:

• 3–8 weeks: A quiet period of observation and adjustment
• 2–3 months: Learning their first words and simple phrases
• 4–6 months: Basic communication in French in everyday situations
• 6–12 months: Significant progress in comprehension and expression
• Ages 1–2: Functional proficiency in French appropriate for the child’s age

Factors affecting acquisition speed

Several factors can speed up or slow down the process of learning French:

• The child's age: Younger children (under 7) generally pick things up more quickly
• Linguistic proximity: A child who speaks Italian or Spanish will make faster progress than a child who speaks Japanese
• Exposure outside of school: Practicing French outside of school speeds up the learning process
• Self-confidence: Children who dare to speak up despite making mistakes make faster progress
• Family support: Parental involvement plays a crucial role in the process

Practical Tips for Parents

Before registration

• Visit several bilingual schools to compare their enrollment processes
• Talk openly about your child's current language skills
• Find out what percentage of students at the school are international
• Request more information about the French as a Foreign Language (FLE) support programs offered
• If possible, meet with other international families who have already registered

During the adjustment period

• Maintain a positive and reassuring attitude when faced with language challenges
• Encourage your child to share their daily experiences
• Do not put excessive pressure on children to learn French quickly
• Stay in regular contact with teachers
• Celebrate every step of progress, no matter how small

Language support at home

• Offer fun activities in French (books appropriate for the child’s age)
• Encourage interactions with French-speaking children outside of school
• Consider extracurricular activities in French
• Learn some basic French as a family to share the experience
• Promote multilingualism as an asset rather than a burden

Frequently asked questions

What level of English is required to enroll in a bilingual school like 123 mon école ?

No prior knowledge of English is required. The program is designed to facilitate natural English language acquisition, regardless of the child’s initial level. Daily immersion with native English-speaking educators allows children to gradually become familiar with the language.

How do schools address differences in language proficiency among students?

Differentiated instruction is implemented to accommodate each child’s individual pace. Teachers adapt their approach to meet individual needs, which helps keep all students motivated, regardless of their initial language proficiency.

At what age can a child enroll in a bilingual school in Paris?

To 123 mon école, children can enroll in preschool starting at age 2 in Paris 15 and Asnières, and even as young as 20 months in Bois-Colombes and Boulogne-Billancourt. This period is particularly conducive to language learning thanks to the unique brain plasticity of very young children.

What is the transition to elementary school like for a child who does not speak French?

The transition to elementary school is gradual and tailored to each child’s needs. In Courbevoie and Boulogne-Billancourt, elementary school (grades 1–5) follows the French national curriculum while maintaining a supportive approach. The schedule is balanced, with 12 hours per week in French and 12 hours per week in English, ensuring continuity in bilingual learning.

What are the qualifications of teachers in bilingual schools?

The teaching staff consists of experienced professionals with advanced degrees and specialized training. The educators have diverse backgrounds, including nursing, sociology, political science, cultural mediation, or early childhood education degrees. Several educators also have basic teacher training, with a MEEF degree, ensuring proficiency in foundational learning.

Are non-French-speaking children assessed differently at the start of their schooling?

Bilingual schools such as 123 mon école prioritize ongoing, supportive assessment rather than one-time evaluations, which is particularly well-suited to non-French-speaking children. This approach allows us to track each student’s individual progress and tailor instruction to their specific needs, without putting excessive pressure on them to learn French quickly.