Students’ Transition from Secondary School French Programs into University Level French Immersion

A great deal of time and resources are invested throughout Canada to encourage students learn French as a second official language through variety programs (core French, intensive immersion programs). Little is known, however, about the impact these efforts once learners complete their high school studies. This paper reports on longitudinal qualitative case studies two registered within Canadian university-level stream. Drawing an academic discourse socialization approach, examines students’ perspectives literacy development they transition from universitylevel program designed promote advanced levels bilingualism. Findings stress how experience transitioning university challenges perception themselves notion legitimacy experiences.