The Future of Intensive French in Canada

Autor/inn/en	Netten, Joan; Germain, Claude
Titel	The Future of Intensive French in Canada
Quelle	In: Canadian Modern Language Review, 65 (2009) 5, S.757-786 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.65.5.757
Schlagwörter	Foreign Countries; Grade 4; Grade 5; Grade 6; Communicative Competence (Languages); French; Oral Language; Language Proficiency; Intensive Language Courses; Program Effectiveness; Scores; Measures (Individuals); Bilingualism; Second Language Learning; Second Language Instruction; Futures (of Society) + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Französisch; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Intensivkurs; Sprachkurs; Messdaten; Bilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Future; Society; Zukunft
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10