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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