This article provides a historical overview and comparison of intensive English (IE) and intensive French (IF) programs in Canada. Comparisons are made in terms of the total time allotted to the intensive period, the selection of students, the number and types of schools offering the programs, the models of delivery, and the type of pedagogy and curricula. The programs are also compared in terms of learning outcomes, follow-up programs, and teacher preparation/qualifications. Reasons for the success of both programs are given and discussed in relation to the rationales for their existence. In general, the programs appear to be very similar; major differences present in IF include the compacting of the regular curriculum, the role of reading and writing, the emphasis on both accuracy and fluency, and the use of more cognitively demanding tasks.
{"title":"Intensive French and Intensive English: Similarities and Differences.","authors":"C. Germain, P. Lightbown, J. Netten, N. Spada","doi":"10.3138/CMLR.60.3.409","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.409","url":null,"abstract":"This article provides a historical overview and comparison of intensive English (IE) and intensive French (IF) programs in Canada. Comparisons are made in terms of the total time allotted to the intensive period, the selection of students, the number and types of schools offering the programs, the models of delivery, and the type of pedagogy and curricula. The programs are also compared in terms of learning outcomes, follow-up programs, and teacher preparation/qualifications. Reasons for the success of both programs are given and discussed in relation to the rationales for their existence. In general, the programs appear to be very similar; major differences present in IF include the compacting of the regular curriculum, the role of reading and writing, the emphasis on both accuracy and fluency, and the use of more cognitively demanding tasks.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77220201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
En guise d’introduction a ce numero thematique consacre au francais intensif, nous aimerions, dans un premier temps, vous presenter un bref apercu historique du developpement du francais intensif au Canada. Ce bref rappel nous permettra, dans un deuxieme temps, de mieux faire ressortir les principales caracteristiques de la recherche sur le francais intensif que nous avons mise sur pied, pendant trois ans (1998-2001), dans la province de Terre-Neuve-et-Labrador.
{"title":"Le français intensif: introduction","authors":"C. Germain, Joan Netten","doi":"10.3138/CMLR.60.3.251","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.251","url":null,"abstract":"En guise d’introduction a ce numero thematique consacre au francais intensif, nous aimerions, dans un premier temps, vous presenter un bref apercu historique du developpement du francais intensif au Canada. Ce bref rappel nous permettra, dans un deuxieme temps, de mieux faire ressortir les principales caracteristiques de la recherche sur le francais intensif que nous avons mise sur pied, pendant trois ans (1998-2001), dans la province de Terre-Neuve-et-Labrador.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80700305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article gives the reasons for, and the history of, the conceptualization of intensive French. The major characteristics of core French and French immersion are reviewed, giving the principal advantages and limitations of each program. The findings of empirical research that most directly affect the development of communication skills are presented, and examples of intensive programs reviewed. From this information, characteristics deemed to be essential for the development of a new approach are described, and a definition of intensive French is offered. The article concludes with a description of the five underlying theoretical principles on which intensive French is based.
{"title":"Theoretical and Research Foundations of Intensive French","authors":"J. Netten, C. Germain","doi":"10.3138/CMLR.60.3.275","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.275","url":null,"abstract":"This article gives the reasons for, and the history of, the conceptualization of intensive French. The major characteristics of core French and French immersion are reviewed, giving the principal advantages and limitations of each program. The findings of empirical research that most directly affect the development of communication skills are presented, and examples of intensive programs reviewed. From this information, characteristics deemed to be essential for the development of a new approach are described, and a definition of intensive French is offered. The article concludes with a description of the five underlying theoretical principles on which intensive French is based.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79108080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article gives the perspectives of three teachers of intensive French (IF) as they adjusted their thinking to teaching in a French as a second language (FSL) classroom that was very different from the core French classroom and developed teaching strategies to facilitate effective learning of communication skills by the students. Four major differences from regular core French are presented: the increase in time and intensity; the enriched curriculum; the atmosphere in the classroom; and the role of the teacher. Eight teaching strategies for the IF classroom are then described: always communicating in French; creating interaction in the classroom; integrating language and the experiences of the students; developing literacy skills; balancing accuracy and fluency; teaching grammar implicitly; sequencing tasks; and the need for variety and flexibility in the teaching strategies used. The article concludes with a summary for the beginning IF teacher of the most important teaching strategies.
{"title":"Rethinking Teaching Strategies for Intensive French.","authors":"Jacquie Collins, S. Stead, Sid Woolfrey","doi":"10.3138/CMLR.60.3.355","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.355","url":null,"abstract":"This article gives the perspectives of three teachers of intensive French (IF) as they adjusted their thinking to teaching in a French as a second language (FSL) classroom that was very different from the core French classroom and developed teaching strategies to facilitate effective learning of communication skills by the students. Four major differences from regular core French are presented: the increase in time and intensity; the enriched curriculum; the atmosphere in the classroom; and the role of the teacher. Eight teaching strategies for the IF classroom are then described: always communicating in French; creating interaction in the classroom; integrating language and the experiences of the students; developing literacy skills; balancing accuracy and fluency; teaching grammar implicitly; sequencing tasks; and the need for variety and flexibility in the teaching strategies used. The article concludes with a summary for the beginning IF teacher of the most important teaching strategies.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74524374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Les deux recherches presentees portent sur un regime pedagogique intensif de francais langue seconde, le bain linguistique, lequel est fonde sur la premisse qu'une exposition intensive a la langue seconde est plus efficace qu'une exposition plus dispersee qui vise a ameliorer les atti-tudes face a l'apprentissage d'une langue au niveau debutant. Les effets d'une periode intensive limitee d'exposition a la langue seconde sur les attitudes face a l'apprentissage du francais langue seconde des eleves de 5° et de 6 annees ont ete evalues a differents intervalles pendant les annees scolaires 1993-1994 et 1995-1996. Les resultats des deux evaluations indi-quent que la periode intensive permet l'amelioration des attitudes, en plus d'augmenter la confiance des eleves dans leurs habiletes en francais langue seconde. A long terme, l'inclusion d'une annee intensive de francais langue seconde dans le regime pedagogique du francais de base pourrait mener a une amelioration de ce dernier.
{"title":"Le régime pédagogique du français intensif à Ottawa : le bain linguistique","authors":"Martine Peters, Alina MacFarlane, Marjorie Bingham Wesche","doi":"10.3138/CMLR.60.3.373","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.373","url":null,"abstract":"Les deux recherches presentees portent sur un regime pedagogique intensif de francais langue seconde, le bain linguistique, lequel est fonde sur la premisse qu'une exposition intensive a la langue seconde est plus efficace qu'une exposition plus dispersee qui vise a ameliorer les atti-tudes face a l'apprentissage d'une langue au niveau debutant. Les effets d'une periode intensive limitee d'exposition a la langue seconde sur les attitudes face a l'apprentissage du francais langue seconde des eleves de 5° et de 6 annees ont ete evalues a differents intervalles pendant les annees scolaires 1993-1994 et 1995-1996. Les resultats des deux evaluations indi-quent que la periode intensive permet l'amelioration des attitudes, en plus d'augmenter la confiance des eleves dans leurs habiletes en francais langue seconde. A long terme, l'inclusion d'une annee intensive de francais langue seconde dans le regime pedagogique du francais de base pourrait mener a une amelioration de ce dernier.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85552140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research study investigated the potential of Internet technology to provide a dynamic and autonomous language-learning environment for adult distance language learners. The study focused on five essential characteristics of dynamic language learning and observed the online study activity of the students in relation to these. Learners were presented with various study resources and tools from which they could freely self-select as required. The lessons were constructed through a process of open dialogue and negotiation between students and teachers, integrating preset content with individualized assignments and actual language use. While students demonstrated an interest to explore and use the resources and tools, teachers found the environment to be overwhelming. Therefore, while student activity was tracked, teacher intervention was random and ineffective. Challenging the existing approach and mindset of teachers was difficult.
{"title":"Internet-Based ESL for Distance Adult Students - A Framework for Dynamic Language Learning","authors":"R. Reynard","doi":"10.3138/CMLR.60.2.123","DOIUrl":"https://doi.org/10.3138/CMLR.60.2.123","url":null,"abstract":"This research study investigated the potential of Internet technology to provide a dynamic and autonomous language-learning environment for adult distance language learners. The study focused on five essential characteristics of dynamic language learning and observed the online study activity of the students in relation to these. Learners were presented with various study resources and tools from which they could freely self-select as required. The lessons were constructed through a process of open dialogue and negotiation between students and teachers, integrating preset content with individualized assignments and actual language use. While students demonstrated an interest to explore and use the resources and tools, teachers found the environment to be overwhelming. Therefore, while student activity was tracked, teacher intervention was random and ineffective. Challenging the existing approach and mindset of teachers was difficult.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87075130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a person's interest, control, and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of foreign or second language learning. The purpose of the present study is twofold: first, to establish the foundation for a research stream addressing flow in language learning, and second, to investigate whether flow exists in foreign language (FL) classrooms. Findings suggest that flow does exist in the FL classroom and that Flow Theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.
{"title":"A study of flow theory in the foreign language classroom","authors":"J. Egbert","doi":"10.3138/CMLR.60.5.549","DOIUrl":"https://doi.org/10.3138/CMLR.60.5.549","url":null,"abstract":"This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a person's interest, control, and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of foreign or second language learning. The purpose of the present study is twofold: first, to establish the foundation for a research stream addressing flow in language learning, and second, to investigate whether flow exists in foreign language (FL) classrooms. Findings suggest that flow does exist in the FL classroom and that Flow Theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73668087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study analyzed the implementation of a pre-writing activity that was designed to address L2 student writers' tendency to focus on grammatical accuracy to the exclusion of content and structure. The participants, students in a university-level Spanish composition course, were given a rubric with which to evaluate three previously written compositions. These evaluations, along with a tape-recorded whole group discussion and follow-up questionnaires, constitute the database. The analysis focused on two specific aspects of the pre-writing activity: its impact on learners' views about writing and its usefulness as a pedagogical tool. Though indicating support for the activity, learners' comments also revealed a contradiction between the instructor's reportedly student-centred pedagogical beliefs and the teacher-centred nature of the activity. These findings elevate the role of learner feedback beyond evaluative and administrative purposes to constitute a key element in teacher development and professional...
{"title":"What my Students Heard that I Didn't Know I Said: Reflections on Learner Feedback in a Spanish Composition Course","authors":"Anne Edstrom","doi":"10.3138/CMLR.60.2.205","DOIUrl":"https://doi.org/10.3138/CMLR.60.2.205","url":null,"abstract":"This study analyzed the implementation of a pre-writing activity that was designed to address L2 student writers' tendency to focus on grammatical accuracy to the exclusion of content and structure. The participants, students in a university-level Spanish composition course, were given a rubric with which to evaluate three previously written compositions. These evaluations, along with a tape-recorded whole group discussion and follow-up questionnaires, constitute the database. The analysis focused on two specific aspects of the pre-writing activity: its impact on learners' views about writing and its usefulness as a pedagogical tool. Though indicating support for the activity, learners' comments also revealed a contradiction between the instructor's reportedly student-centred pedagogical beliefs and the teacher-centred nature of the activity. These findings elevate the role of learner feedback beyond evaluative and administrative purposes to constitute a key element in teacher development and professional...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77186281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports the effects of communication strategy instruction on second language performance (communicative success, speech rate, message abandonment) and on the use of communication strategies (paraphrase). Two classes of adult immigrants, enrolled in a full-time intermediate proficiency ESL program at a post-secondary institution in Canada, participated in this study. One class received 12 hours of direct communication strategy training, and the second served as a comparison group. Speaking tasks (picture story narratives, object descriptions) were administered as pretests at Week 1, immediate post-tests at Week 5, and delayed post-tests at Week 10. Post-test results showed a direct effect in favour of the communication strategy condition on range of strategies used in the object description task, which was more effective than the narrative in eliciting communication strategies. The paper concludes with a discussion of the implications of these findings for the ESL classroom.
{"title":"'It's Like Chicken but Bigger': Effects of Communication Strategy in the ESL Classroom.","authors":"Marian J. Rossiter","doi":"10.3138/CMLR.60.2.105","DOIUrl":"https://doi.org/10.3138/CMLR.60.2.105","url":null,"abstract":"This paper reports the effects of communication strategy instruction on second language performance (communicative success, speech rate, message abandonment) and on the use of communication strategies (paraphrase). Two classes of adult immigrants, enrolled in a full-time intermediate proficiency ESL program at a post-secondary institution in Canada, participated in this study. One class received 12 hours of direct communication strategy training, and the second served as a comparison group. Speaking tasks (picture story narratives, object descriptions) were administered as pretests at Week 1, immediate post-tests at Week 5, and delayed post-tests at Week 10. Post-test results showed a direct effect in favour of the communication strategy condition on range of strategies used in the object description task, which was more effective than the narrative in eliciting communication strategies. The paper concludes with a discussion of the implications of these findings for the ESL classroom.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88053060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the introduction of the term 'learning disabilities' into the educational lexicon, teachers and researchers have endeavoured to determine the best ways to adapt teachers' pedagogies to address the needs of students with these challenges in the classroom. Most of the recommended strategies have been designed with the traditional classes in mind - English, Science, Math, and History. However, in recent years, there has been an increased awareness of a need for knowledge about adaptation strategies that are suitable for the goals of the second/foreign language classroom. This study reports the findings of an observation study that was designed to identify which adaptation strategies that had been recommended in the learning disabilities research literature were feasibly implemented in one Grade 9 core French class in Ontario; such insight will enable other core French and second/foreign language teachers to make their classes more inclusive.
{"title":"Teacher Adaptations in Core French: A Case Study of One Grade 9 Class","authors":"Katy Arnett","doi":"10.3138/CMLR.60.2.173","DOIUrl":"https://doi.org/10.3138/CMLR.60.2.173","url":null,"abstract":"Since the introduction of the term 'learning disabilities' into the educational lexicon, teachers and researchers have endeavoured to determine the best ways to adapt teachers' pedagogies to address the needs of students with these challenges in the classroom. Most of the recommended strategies have been designed with the traditional classes in mind - English, Science, Math, and History. However, in recent years, there has been an increased awareness of a need for knowledge about adaptation strategies that are suitable for the goals of the second/foreign language classroom. This study reports the findings of an observation study that was designed to identify which adaptation strategies that had been recommended in the learning disabilities research literature were feasibly implemented in one Grade 9 core French class in Ontario; such insight will enable other core French and second/foreign language teachers to make their classes more inclusive.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91106553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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