Master IB & AP French with
Expert Tutors

No. While Immersion students have a huge advantage in fluency, IB French B HL demands specific exam techniques that aren't always taught in Immersion. The course requires advanced text-handling skills, formal argumentative writing, and the study of two literary works. It is not just a test of "chatting"; it is a test of analysis.

AP French: Focuses on proficiency across modes (Interpretive, Interpersonal, Presentational). It includes multiple-choice sections, but also substantial free-response tasks like email replies and a recorded conversation. IB French B: More holistic. It splits assessment between reading/listening papers, a writing exam, and a significant Individual Oral (25% of the grade) where students analyze a visual stimulus (SL) or a literary extract (HL).

Policies vary. Many universities (like UBC and U of T) prioritize Higher Level (HL) courses for specific course-equivalent credit. However, some institutions (like SFU) offer a "block" of transfer credit if the student completes the full IB Diploma. Bottom line: Do not assume SL replaces a university French course without checking the specific faculty policy.

They are difficult in different ways. AP French is a single, high-stakes exam in May that determines your credit. IB French SL distributes the pressure, with the Internal Assessment (Oral) counting for 25% of the grade before the final written papers. Both target an upper-intermediate to advanced level of proficiency.

Yes, but it is a significant jump. IB French B is designed for students with some prior experience, but moving from standard Core French to the IB expectation of analyzing texts and debating ideas can be a shock. We recommend "bridge tutoring" the summer before Grade 11 to build the necessary vocabulary foundation.

A common pattern tutors observe is "fossilized errors." Immersion students are often very fluent but may habitually use incorrect grammar (e.g., wrong gender, anglicisms) that they "get away with" in conversation but are penalized for in the strict AP scoring rubrics. Tutors focus on cleaning up these specific grammar points.

Fact-Check: No. The IB Ab Initio course is strictly for beginners. Placing a fluent Immersion student in this course violates IB subject placement rules and is considered misplacement. They must take French B SL or HL.

UBC has a distinct admissions process for IB students. Credit: UBC generally grants credit for IB French B HL (min score 5) and AP French Language (min score 4). Admissions: Doing well in French HL can strengthen the overall academic profile, which UBC evaluates holistically.

Yes. SFU has a generous transfer credit policy. Students completing the full IB Diploma with 30+ points often receive a full year (30 units) of transfer credit. For those taking individual courses, credit is usually awarded for Higher Level (HL) courses (score 5+) or AP exams (score 4+).

Strategic Advice: Not necessarily. Admissions for Engineering usually focus on the average of prerequisite courses (Math, Physics, Chem, English). If French is a strong subject for your child, taking it at the HL level can demonstrate academic rigour and time management—key traits for engineering success—without negatively impacting their "Top 6" average.

McGill recognizes both. For English-speaking students, a high score in IB French HL or AP French can be very valuable. It may fulfill language requirements for certain Arts programs or allow the student to place into advanced-level courses, which is a significant asset for living and studying in Montreal.

Online is highly effective for this. The IB Individual Oral involves a timed preparation period followed by a presentation. We simulate this exactly: screen-sharing the visual stimulus or literary extract, running the 15-minute prep timer, and then conducting the mock exam. We record the session so the student can hear their own intonation and correct it.

We use scaffolding. Tutors provide specific "sentence starters" and transition words (connecteurs logiques) that act as a safety net. We also practice "circumlocution"—teaching the student how to explain a word they have forgotten without stopping the flow of conversation, which is a critical skill for maintaining marks in AP and IB rubrics.

We tutor the skills, but we do not write or edit assessed work (academic integrity is paramount). We focus on Paper 1 (Writing) preparation: teaching students how to structure specific text types (e.g., a formal letter, a blog, a proposal) and how to use the advanced grammar structures required to score in the top bands.

This is a specific speaking task where students must compare their own community to a Francophone one. Tutors provide "culture cheat sheets" covering Francophone traditions, education systems, and technology in regions like West Africa, Quebec, and Europe, so students have specific facts to cite during the exam.

A "B" in school doesn't always guarantee the 5, 6, or 7 needed for university credit. IB and AP exams have very specific scoring criteria. Tutoring helps bridge the gap between "good classroom participation" and the "sophisticated analysis" required to secure top scores on the external exams.

Very effective. We use authentic audio sources (radio clips, news segments) played directly through high-quality computer audio. We teach active listening strategies—showing students how to predict answers based on context and identify "signpost words" (like cependant, par contre) that signal a shift in meaning.

Ideal: September of the exam year (to support ongoing skills). High-Impact Window: February/March. This leaves 8-10 weeks to focus exclusively on "Past Papers," timed writing, and intensive Oral practice. Starting too late in April often leaves insufficient time to correct deep-seated grammatical habits.