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Direct linkNancy Gagné; Leif M. French; Kirsten M. Hummel – Language Teaching Research, 2025
Within the same learning context, learners' outcomes in terms of oral fluency vary greatly. This study tracked the relative contributions that first language (L1) and initial second language (L2) fluency skill and working memory (WM) made to L2 fluency development. We assessed the performance of French-speaking Grade 6 learners' (n = 47, mean age:…
Descriptors: Language Fluency, Short Term Memory, Native Language, Second Language Learning
Collins, Laura; White, Joanna – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2011
In this longitudinal study we investigated whether different distributions of instructional time would have differential effects on the acquisition of English by young (aged 11-12 years) French-speaking learners. Eleven classes of Grade 6 students (N = 230) in two versions of a similar intensive English as a second language program were followed…
Descriptors: Longitudinal Studies, Second Language Learning, English (Second Language), French
Netten, Joan; Germain, Claude – Canadian Modern Language Review, 2009
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…
Descriptors: Foreign Countries, Grade 4, Grade 5, Grade 6
Carr, Wendy – Canadian Modern Language Review, 2009
This article examines why students participated in British Columbia's first intensive French (IF) program between 2004 and 2008 and what they achieved as a result, with a particular focus on the effect on the French and English language proficiency of English as additional language (EAL) students. Qualitative case studies found that students and…
Descriptors: Foreign Countries, Grade 6, Grade 5, French
White, Joanna L.; Turner, C.E. – Canadian Modern Language Review, 2005
This study investigates performance on oral tasks across two groups of francophone learners with different ESL instruction. It reports on second language (L2) ability gains in intensive instruction and regular instruction. To date, gains in oral proficiency have not been reported in such programs, nor has there been a comparison across two…
Descriptors: Program Effectiveness, Grade 6, English (Second Language), French
Peer reviewedLightbown, Patsy M.; Spada, Nina – Canadian Modern Language Review, 1997
Describes a school in Quebec, in which students enrolled in an intensive English-as-a-Second-Language program (ESL) use English in a variety of communicative interactions inside and outside the ESL classroom. Assessment of students' performance indicates that they achieve higher levels of English than comparable students in other intensive ESL…
Descriptors: Academic Achievement, Elementary School Students, English (Second Language), Foreign Countries
