Intensive ESL 101 MELS Presentation

SPEAQ 2011 (Updated January 2013)

What is Intensive ESL?

Two main characteristics:

1.Increased amount of time allotted to the learning of English

2.Concentrated teaching time

N.B. The focus is on learning the second language. Other subjects cannot be taught in

English.

What is Intensive ESL?

An approach which enables students to develop their oral interaction competency. Reading and writing

support the development of oral communication.

What is Intensive ESL?

A variety of meaningful language learning situations in an all-English environment

A culturally rich and linguistically diverse classroom

A classroom where students ‘live’ the language in a context that encourages spontaneous communication.

How Much Time is Needed to Learn a Second Language?

Research shows that sufficient time is required to learn a second language:

1200 hours to achieve modest basic knowledge

2100 hours to achieve useful working knowledge

5000 hours for truly effective bilingualism

- Stern, H. H. (1985)

ESL Teaching Time in Quebec

Currently, at the elementary level, the provincial average is about 50 hours/year.

Total = approximately 300 hours

Currently, at the secondary level, the provincial average is about 100 hours/year.

Total = approximately 500 hours

Total = 800 hours (elementary + secondary)

With Intensive ESL, approximately 400 hours will be added (more time) in Grade 6 (concentrated time).

Total = 1200 hours

Intensive Models

Some Examples5-month / 5-month

3 days / 2 days & 2 days / 3 days

5 half days

1 day / 1 day

1 week / 1 week

What Does Research Say?

Research shows that certain conditions are necessary in order to learn a second language:

Languages are learned through social interaction.

The concentration of time provides students with a more effective language learning experience.

Activities that occur outside of the ESL classroom can complement language learning that began in class.

What Does Research Say?

Studies have found that Intensive ESL students:

are better at expressing themselves orally

are more at ease in expressing themselves

have a more varied vocabulary

master grammatical aspects of the language better

read more efficiently

- SPEAQ Intensive Implementation Guide

What Does Research Say?

Studies have found that Intensive ESL students:

have more confidence in themselves and take more risks

seek out more contact with the English language outside of the school setting

exhibit a more favourable attitude toward English

develop better work methods and autonomy

have a higher level of motivation than their counterparts in regular classes

- SPEAQ Intensive Implementation Guide

Some Concerns

Is Intensive ESL suitable for all students?

“…participation in the intensive program does not adversely affect below average and average students (those considered academically ‘weak’), but rather that it has the potential to motivate these students, to promote their self-confidence and autonomy, and to help their cognitive development.”

- Bayan (1996)

Some Concerns

Does compacting the Grade 6 curriculum in the other subjects (French and mathematics) negatively impact

students’ performance especially in the case of below average or average

students?

Research carried out by some school boards suggests that students’ results in other academic subjects is not adversely affected.

Students have 15 months (Cycle 3) to develop the other subjects competencies.

Some Concerns

Do bilingual students benefit from participating in Intensive ESL?

Bilingual students benefit from being in an environment that provides them with an appropriate challenge.

Intensive ESL allows them to further develop their language competencies and deepen their knowledge of the English language.

What Happens After Intensive?

Follow-up at the secondary level consists of the the Enriched ESL programs (Secondary 1-5).

They are designed for students who have received Intensive ESL instruction at the elementary level or have had other enriching English language learning experiences.

Long-Term EffectsWhat are the long-term effects of

Intensive ESL?

Research confirms that students who benefitted from Intensive ESL at the elementary level maintained a higher level of proficiency, even without a follow-up at the secondary level.

Subsequent studies reach the same conclusions, especially in terms of students’ speaking ability in the second language.

- Lightbown & Spada (1991)

Final Thoughts

"Knowing several languages allows us to both enrich our knowledge of our mother tongue and to gain a better perspective on our cultural heritage."

"Moreover, learning a second or third language is one of the most important tools for advancing personal development in a pluralistic society that is open to other cultural realities."

- QEP, Preschool and Elementary Education (p.70)

REFERENCES Bayan, P. (1996). The suitability of the Quebec primary English

intensive program for students of low academic ability: Research Essay. Ottawa: Carleton University.

Germain, C. & Netten, J. (2004). Parents FAQ about Intensive French.

Lightbown, P. M., & Spada, N. (1991). Étude des effets à long terme de l’apprentissage intensif de l’anglais, langue seconde, au primaire (Long-term study of intensive ESL teaching in primary school). The Canadian Modern Language Review, 48(1), 90-117.

Le Québec pour un programme intensif Le Devoir – 15 mars 2011. Retrieved: March 15, 2011 at: http://www.ledevoir.com/politique/quebec/318791/sondage-leger-marketing-le-devoir-anglais-le-quebec-pour-un-programme-intensif

SPEAQ. (2001). Intensive English as a Second Language: Implementation Guide. Montréal: SPEAQ.

Stern, H. H. (1985). The time factor and compact course development. TESL Canada Journal, 3, 13–28.