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…

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…

Conversations with six twelfth graders who had been in French immersion since kindergarten found a high rate of incorrect sentences, suggesting a faulty interlanguage fossilized at grade six and a need for immersion program revision. (MSE)

In response to an earlier article on the effectiveness of French immersion, research on immersion, and the best second language teaching approaches for Canadian schools, it is argued that French immersion research has been misinterpreted and misrepresented and that the stated view on second-language teaching is an extreme one. (22 references) (MSE)

Responding to criticism of an article finding fault with research on French immersion instruction, the author of the first article chides researchers for their unwillingness to re-examine their theories in a new context. (24 references) (MSE)

French immersion is seen as a viable alternative to traditional unilingual education. Issues needing to be addressed so that French immersion education can be supported and enhanced as part of a pluralistic approach to language and culture are discussed. (23 references) (Author/MSE)