* There were very few if any opportunities for cooperative and project-based learning; I did not observe any in the 5 classes I saw, but made a point to ask about it during the Q & A that followed. The principal hemmed and hawed, but admitted that the kids have time to do that "later, in the upper grades."
* There are no textbooks in the target language after kindergarten (although there are library books in the target language), so students were either reading in English or translating from English to French when called upon. How is biliteracy being promoted, especially when research indicates that once English language arts is introduced, kids typically shun pleasure reading in the target language?
* The facility is decrepit and looks as though it hasn't been updated since 1970. Not only is this an aesthetic issue, but also to me an indication of the district's support of the school. It was a red flag to me when I drove up.
* The school provides no opportunities for developing the kids' social language in the target language; the principal told me that they only have time to devote to "academic language."
* It is overcrowded.
Sounds like a lack of attention to detail permeates the school and its practices.
Its a simple thing to get texts in other languages.
