ERIC Number: ED250917
Record Type: Non-Journal
Publication Date: 1983-Aug
Reference Count: N/A
An Evaluation of the Intensive French Program: Grades 4 and 5.
Adiv, Ellen; Dore, Francine
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)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Quebec Dept. of Education, Quebec.
Authoring Institution: Protestant School Board of Greater Montreal (Quebec). Instructional Services Dept.
Identifiers - Location: Canada (Montreal)