Time and the Distribution of Time in L2 Instruction

Recently, there have been many discussions regarding the various possible ways of delivering effective second language programs. In New Brunswick, we presently offer core French, extended core, and early and late immersion. These programs meet the needs and interests of the various French second language (FSL) learners in the province. Whether one of these programs is a more effective way to learn FSL than another continues to be debated. In the Quebec context they are undergoing a similar debate within the (English Second Language) ESL context and due to this there has been a recent increase in interest in experimental ESL programs. A recent article entitled "Time and the Distribution of Time in L2 Instruction" Collins, Halter, Lightbown and Spada have examined various models of ESL instruction models used with young Francophone students. This very recent article may be of interest to those examining alternate ways of offering French second language (FSL) instruction. The original article was published in TESOL Quarterly, Volume 33, Number 4, Winter 1999.

Since the mid-eighties the intensive ESL program has become popular in the French-language schools. This program consists of intensive ESL study in the last year of elementary school. These intensive programs come in two basic types - massed and distributed. In the massed programs students complete their French curriculum in the first or last five months of the last year of elementary school and focus on intensive ESL instruction for the last five months. In the distributed program the ESL is distributed over the 10 months of the last year of elementary school. Research on these programs has shown success in terms of English communication skills and student attitudes toward English.

In the study that is the focus of this article, three intensive programs were examined: distributed, massed and massed-plus (a full-day, 5 -month intensive ESL program- it differed from the massed program in that ESL use was encouraged in other locations in the school- e.g. cafeteria and that all students did the program in either the first or last 5 months of their last year in elementary school). It is important to note that the distributed and massed-plus programs were open to students of varying academic backgrounds whereas the massed program was limited to those of an above average academic ability. On most of the tests (vocabulary recognition and multiple choice listening comprehension) the massed-plus students out-performed both the distributed and the massed students. On the narrative tests massed program students scored somewhat better but only a few of the differences were significant. In general, the results showed that massed and massed-plus students knew more vocabulary and could understand and produce more English than those in the distributed program. Findings were examined through two factors: selection criteria and instructional time.

Selection Criteria: Both distributed and massed-plus programs accepted all students including those with academic and behavioural challenges. Only the massed program selected students of a high achievement and low behavioural difficulties background. Because superior results were reported in the massed-plus program it can be concluded that superior academic ability is not a requirement for success in intensive communicative ESL classes.

Instructional Time: Although it was first believed that the total amount of time of exposure to ESL was the same for both distributed and massed programs, this was not the case. Students in the distributed program received approximately 300 hours of contact with ESL and the two massed programs received 400. The massed-plus program had additional hours of exposure outside the classroom context. This factor may be significant in terms of the findings in that students in massed programs experienced more success than those in the distributed program.

Results of this study indicate no advantage of the distributed style of ESL instruction and show superior outcomes for students in massed programs. It is also clear that learners in all three programs benefit from their exposure to ESL. The most success was reported in the massed-plus ESL program. The massed-plus program had the greatest number of hours of exposure to ESL, taking into consideration the outside classroom use of ESL as well as the instructional time. The massed programs also had a more sustained exposure to ESL in that students used ESL every day and almost all day during the program whereas the distributed program had shorter periods of ESL instruction. The students in the massed and especially the massed-plus programs also experienced a greater variety of interpersonal communications in English including non-instructional activities. In these programs the ESL teacher was also the homeroom teacher. Although all three programs gave students a positive learning experience, the confidence to use English and the motivation to continue to learn English, programs offering a concentrated and sustained ESL exposure were found to result in superior outcomes.

Note: At the recent Colloquium held at UNB, Claude Germain and Joan Netten presented on-going research on another intensive second language program, in this case the core French program, currently being piloted in Newfoundland. Results of that particular study will be posted when they are available.

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