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This study explores the French oral language range of performances and trajectories over time with 44 US early-elementary students enrolled in a French-English dual language immersion program. Children's performances on two oral decontextualized picture description tasks (home and school themes) were rated using a linguistic features analysis protocol. Findings suggest that children have yet to display some of the key language features expected in such tasks, and that children who speak French at home perform significantly better. Bayesian analyses will be conducted to reveal how children perform across time accounting for the picture they are describing, home language dominance, and grade level. This study has implications for understanding the early development of the partner language in immersion contexts.