Dual Language Programme

The goal of our Dual Language Programme (DLP) is for the majority of students become bilingual and bi-literate. Mastering another language allows us to communicate and connect with more people.

One of our three values at St John’s promotes the appreciation of diversity in the world. Acquiring another language, allows our students to interact with different people and understand the nuances of another culture.

A collaborative effort

Our approach is a collaborative effort between students, parents, and teachers. Therefore, all applicants interested in the Dual Language Programme will engage in a conversation, as a family, with the language coordinator to better understand the family’s project and agree on the best option for the student.

We highly recommend that students complete the full programme (7 years), which is the average time needed to become truly bilingual and bi-literate. We encourage the DLP students to enrol in activities outside school in the ‘target language’ (the language which is not as strong). This will ensure they are receiving authentic practice in this language in addition to the academic instruction provided at school.

A gift that keeps on giving

Our DLP programme also has advantages beyond acquiring another language. Our students will benefit from their language acquisition in other fields of their studies as bilingual students can focus and perform better in problem-solving tasks.

An added benefit is that bilingual students are better at identifying basic language sounds and patterns. As a result, adults who are bilingual find it easier to pick up a third language than their monolingual peers. Another key asset in today’s highly globalized and interconnected world.

Download our DLP Brochure

At St. John’s, we offer our students a passport to the world. Come and join us on this fantastic journey of growth, challenge and learning.

Instructor Model 
Two teachers alternate in the classroom each day:

  • 1 teacher modelling in French
  • 1 teacher modelling in English

Language Support

Early childhood learners are intrinsically highly motivated language learners. Language teaching and learning in these grades takes place in a fully integrated, context based environment rich in hands on activities. Homeroom teachers are supported by our school language specialists. Individual student needs are taken into consideration and addressed by our learning support team.


Languages of instruction across the curriculum 
All core subjects are taught in both French and English following the 60/40 Two Way Immersion Model.


Single-subject classes:

  • Physical Education
  • Art
  • Music
  • Dance
  • Library

Single-subjects are taught in French or English to align with the 60/40 Two-Way Immersion Model.


Bridging two languages:
Children are in a bilingual environment all day. Bridging* the two languages occurs naturally as concepts, content and skills are introduced, modelled, and practiced in both languages. This is not done through direct translation but instead by layering the learning across both languages.
*Bridging occurs when a concept or word has been taught in one language and then introduced and used in the secod language of instruction.

Instructor Model 
One bilingual teacher instructs the class in both languages.. 


Language Support 
Students attend differentiated French language classes with their grade-level peers.
During these classes, the focus is on the mechanics of the language as well as on acquiring new vocabulary. Those students who are at a beginning level in English (CERF Pre-A1/A1), will attend English support classes at that time.


Languages of instruction across the curriculum 
In the homeroom classroom, curriculum is transdisciplinary. Unit of Inquiry learning experiences are primarily taught in French.

  • French and English Language Arts are integrated with the Units of Inquiry whenever possible
  • Math is primarily taught in English

Single-subject classes:

  • Physical Education
  • Art
  • Music
  • Dance
  • Drama
  • Library

Single-subject classes are taught in French or English to align with the 50/50 Two-Way Immersion Model.


Bridging two languages:
By Grade Four, the curriculum is taught in a more fluid bilingual environment. Students transition between the two languages with the goal of accessing and applying academic vocabulary in all areas of content.
The language remains primarily a mean of communication to address the curriculum.

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