The Future of Intensive French in Canada

Joan Netten · Claude Germain

28 citations0/0 files storedCanadian Modern Language Review/ La Revue canadienne des langues vivantes

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Multilingual Education and Policy Second Language Learning and Teaching French Language Learning Methods

Abstract

This article examines the oral proficiency in French of students in core French, intensive French (IF), and post-IF to determine the effectiveness of these programs. Between 2003 and 2009, students in nine jurisdictions were assessed using the New Brunswick Middle School Scale (MSS). Students were tested prior to beginning IF (multiple grade levels in four jurisdictions), after completing the intensive portion of IF (Grades 4, 5, and 6 in nine jurisdictions), and at the end of the school year for those in post-IF (two jurisdictions). Students who had experienced only core French did not achieve spontaneous communication, while average MSS scores showed the IF students did. Post-IF students maintained and improved their oral proficiency. Reasons for the results are proposed. The article concludes with comments on the future of IF and the need for changes in the school system if linguistic duality is to become a reality.

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References

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2012The Inclusion of Children with Special Educational Needs in an Intensive French as a Second-Language Program: From Theory to Practice.2015A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003–2012)2010La didactique des langues : les relations entre les plans psychologique, linguistique et pédagogique 2015Évaluation de l'approche neurolinguistique (ANL) auprès d'apprenants chinois de français en première et en deuxième année d'université

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