A Comparative Study of the Extra-Curricular Use of French and English by Anglophone and Ethnic Minority Students Schooled in French.

Autor/inn/en	Adiv, Ellen; Dore, Francine
Institution	Protestant School Board of Greater Montreal (Quebec). Instructional Services Dept.
Titel	A Comparative Study of the Extra-Curricular Use of French and English by Anglophone and Ethnic Minority Students Schooled in French.
Quelle	(1982), (43 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comparative Analysis; Core Curriculum; Diaries; English; Ethnic Groups; Foreign Countries; French; Grade 5; Grade 6; Immersion Programs; Language Maintenance; Language of Instruction; Language Usage; Second Language Instruction; Surveys; Canada (Montreal) + Suchen Sie Ihr Suchwort? Kerncurriculum; Diary; Tagebuch; English language; Englisch; Ethnie; Ausland; Französisch; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Immersionsprogramm; Sprachpflege; Teaching language; Unterrichtssprache; Sprachgebrauch; Fremdsprachenunterricht; Survey; Umfrage; Befragung
Abstract	A study investigated the extra-curricular use of French and English by 289 anglophone and ethnic minority fifth and sixth grade students in Montreal. The students were divided into three groups: (1) French sector children in regular French classes; (2) French sector children who were recent immigrants and enrolled in a 10-month familiarization program ("accueil"); and (3) English sector children whose instructional time was divided between French (40%) and English (60%). Results of student diaries and a survey indicate that: (1) the first two groups of students used French significantly more often than the immersion students; (2) the first group's students who spoke English spoke French less often than those who did not speak English; (3) within the first group, students from English-speaking countries used French the least frequently and those from Central Europe or the Middle East used French the most frequently; (4) immersion students used English more often than the regular French program students; (5) the majority of ethnic minority students maintained their language of origin; and (6) where the language of origin was not maintained, English was the language most frequently used. The findings are discussed in terms of a number of ethnolinguistic factors and differences between the all-French and immersion programs. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC