Research on public and high school French Immersion in Canada dates back to the 1970s while for higher education, it is still in its infancy. This article focuses on the French Immersion Stream (FIS) introduced in 2006 at the University of Ottawa which enables students to consolidate their knowledge of their second official language by completing 40% of their undergraduate studies in French. Drawing on an academic discourse socialization approach, this paper reports on a longitudinal case study of a trilingual student, Corina, enrolled in the FIS. Interviews over four years, questionnaires, language portraits and textual documents were used to study the impact of the program on her university trajectory. Findings highlight her linguistic and academic gains as well as the forces outside the classroom (e.g., linguistic insecurity and the impact of others' gaze) that both reinforced and challenged her emerging bilingual identity and vision of life beyond graduation. Implications focus on the importance when determining the impact of immersion programs of looking beyond institutional measures of success to also take into account immersion students’ interactions with the target language community and the degree to which it welcomes and encourages these learners.

加拿大对公立和高中法国人沉浸的研究可以追溯到1970年代，而对于高等教育，它仍处于起步阶段。本文重点介绍2006年在渥太华大学引入的法语浸入式语言（FIS），该课程使学生能够通过完成40％的法语本科学习来巩固其对第二种官方语言的了解。借助学术话语社会化方法，本文报道了参加FIS的三语种学生Corina的纵向案例研究。四年来的访谈，问卷，语言肖像和文字文件被用来研究该计划对她的大学发展轨迹的影响。调查结果突显了她的语言和学术成就以及课堂外的力量（例如，语言上的不安全感和其他人的凝视的影响）强化并挑战了她新兴的双语身份和毕业后生活的视野。暗示的重点在于确定沉浸式课程的影响时，不仅要考虑成功的制度性措施，还要考虑到沉浸式学生与目标语言社区的互动，以及沉浸式课程对学生的欢迎和鼓励程度。