An Evaluation of the Intensive French Program: Grades 4 and 5.

Autor/inn/en	Adiv, Ellen; Dore, Francine
Institution	Protestant School Board of Greater Montreal (Quebec). Instructional Services Dept.
Titel	An Evaluation of the Intensive French Program: Grades 4 and 5.
Quelle	(1983), (58 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Comparative Analysis; Elementary Education; Foreign Countries; French; Grade 4; Grade 5; Immersion Programs; Intensive Language Courses; Language Proficiency; Program Effectiveness; Program Evaluation; Second Language Instruction; Second Language Programs; Canada (Montreal) + Suchen Sie Ihr Suchwort? Schulleistung; Elementarunterricht; Ausland; Französisch; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Immersionsprogramm; Intensivkurs; Sprachkurs; Language skill; Language skills; Sprachkompetenz; Programme evaluation; Programmevaluation; Fremdsprachenunterricht
Abstract	A study was designed to assess French second language proficiency, native language skills, and academic achievement of students in an intensive French program in an English language school in Montreal. Subjects consisted of three groups of grade 4 and three groups of grade 5 students, each grade level having one group from the intensive French program and two control groups: one from an early immersion program and one from the regular French second language program. French proficiency was assessed with listening comprehension, reading comprehension, and oral production tests, and in grade 4 by an additional written production test. Native language skills and academic achievement were measured in both grades with the Canadian Tests of Basic Skills (English and mathematics). Results show that in both grades, the intensive French group scored lower than the immersion and higher than the regular French group on French tests, except for oral production, and there were no significant differences among the three groups on the English and mathematics tests except on several subtests. It is concluded that the intensive program promotes increased French proficiency without detrimental effects on the development of native language skills and academic achievement. Lower intensive group scores on the French tests are attributed to additional French exposure in the immersion program's early grades. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC