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The Schools LFA & ISB

PreK - 2 through CM2/Fifth Grade

Lycée Franco-Américain International School  

8900 Stirling Road
Cooper City, FL 33024

Phone 954-237-0356 * *Fax 954-237-0366

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Sixth Grade through Twelfth Grade

International School of Broward - Charter School

3100 N. 75th Avenue
Hollywood FL 33024

Phone 954.987.2026 / Fax 954.987.7261

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Lycée Franco-Américain International School is a private two-way immersion language school from Pre-k 2 to 5th grade. The school offers instruction in French and English taught by native speakers.

Our curriculum is based on the French educational system and is reinforced by the State of Florida curriculum, which facilitates the student's ability to follow the American educational system.

The instruction is organized into grade levels with set competencies on which our students are constantly evaluated. To insure their academic success, we adapt our curriculum to our students' levels throughout the academic year. Our program helps the child to become fluent in French and English.

Lycée Franco-Américain offers the opportunity for the child to achieve academic, social, and physical excellence:

  • Highly qualified teachers help each child reach his or her potential by providing academic excellence to each student. Our French teachers are native speakers and have many years of experience in elementary education.
  • Development or improvement of the child's linguistic and artistic abilities by offering a variety of learning activities.
  • Facilitation of the student's global development by focusing on the child's cognitive abilities as well as his or her social and creative selves. Our core curriculum develops foundational critical thinking and evaluative skills.
  • An integrated curriculum, which challenges our students and exposes them to enriching experiences; thus preparing the child to compete in a global society.
  • A low student-staff ratio that allows our students to receive individualized attention. Each student will have the opportunity to achieve at his or her own level.

The International School of Broward (ISB) offers a Two-way Immersion Language Program :

•French & English Immersion Track (IS Program) - Accredited by the French Ministry of Education
•English Track
•Performing Arts
•Spanish & English Immersion Track


The International School of Broward (ISB) holds the belief that providing our students with a solid educational foundation is paramount to the development of their intelligence. Within the International School of Broward’s academic framework, each student is given the opportunity to acquire the skills, abilities, and attitudes needed to succeed in higher educational settings and beyond.  Providing our students with an edifying edge enables them to believe in themselves, to be knowledgeable and cultured and to become great communicators.  The International School of Broward strives to continue offering an innovative and comprehensive academic program that adjusts to an ever-changing world and to prepare students to qualify for, and to pursue, career goals that will enrich their lives and benefit society as a whole.


ISB aims to provide a comprehensive academic program that helps each child to reach his or her potential, prepare students to function in a competitive global society while fostering their critical thinking skills through meaningful inquiry and rigorous academic engagement.  The uniqueness of the International School of Broward enables its students to be at a minimum bi-literate in English and French.  The school strives to cultivate the development of the students’ characters and provide them with a solid foundation that will foster life-long learning. The school emphasizes intercultural understanding, and a thorough knowledge of the world.

Upon graduation from the International School of Broward, each student will have gained the following skills and developed the following profile: 

  • Have a great understanding of the principles of moral reasoning, which promotes integrity, honesty and a sense of fairness and justice.
  • Have acquired significant knowledge and the essential skills to conduct purposeful and constructive research. Learning will be viewed as enjoyable and their love of learning will be life-long.
  • Apply thinking skills critically and innovatively to make sound decisions and solve complex problems.
  • Approach unfamiliar settings or situations calmly with confidence and have the “independence of spirit” to explore new roles, ideas and strategies.
  • Show empathy toward the needs and feelings of others.  Develop a sense of personal commitment to action and service.
  • Respect the beliefs, values and traditions of other individuals and cultures, and seek and consider different points of view.
  • Understand and communicate ideas and information effectively in more than one language and via other mediums such as the performing arts.
  • Gain access to any university in the world with their French American Baccalaureate (BFA) degree including highly competitive U.S. Colleges and Universities.



Goals & Rationale

Typical goals for two-way bilingual programs include language, academic and affective dimensions:

  • Students will develop high levels of proficiency in their first language in a second language.
  • Students will perform at or above grade level in academic areas in both languages
  • Students will demonstrate positive cross-cultural attitudes and behaviors and high levels of self-esteem
  • It is important to note that this educational approach does not emphasize language development over academic and social development; the goal is balanced development in all three areas.

Criteria For Success In Two – Way Bilingual Education

  • Programs should provide a minimum of four to six years of bilingual instruction to participating students
  • The focus of instruction should be the same core academic curriculum than students study in other programs experience.
  • Optimal language input (input that is comprehensible, interesting, and sufficient quantity) as well as opportunities for output should be provided to students, including quality language arts instruction in both languages.
  • Target (non-English) language should be used for instruction a minimum of 50% of the time (to a maximum of 90% in the early grades) and English should be used at least 10% of the time in the smaller grades and gradually increase in the latter grades.
  • The program should provide an additive bilingual environment where all students have the opportunity to learn a second language while continuing to develop their native language proficiency.
  • Classrooms should include a balance of students from the target language and English backgrounds who participate in instructions activities together.
  • Positive Interactions among students should be facilitated by the use of strategies such as cooperative learning
  • Characteristics of effective schools should be incorporated into programs, such as cooperative learning
  • Characteristics of effective schools should be incorporated into programs, such as qualified personnel and home-school collaboration (Adapted from Lidddholm, 1990, p. 96-101)

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