Intensive ESL 101

1. Intensive ESL 101 MELS Presentation SPEAQ 2011 (Updated January 2013)

2. What is Intensive ESL? N.B. The focus is on learning the second language. Other subjects cannot be taught in English. Two main characteristics: Increased amount of time allotted to the learning of English Concentrated teaching time

3. What is Intensive ESL? • An approach which enables students to develop their oral interaction competency. • Reading and writing support the development of oral communication.

4. 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.

5. 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)

6. 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

7. Intensive Models

8. 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.

9. 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

10. 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

11. 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)

12. 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.

13. 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.

14. 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.

15. Long-Term Effects What 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)

16. 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)

17. 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). TheCanadian Modern LanguageReview, 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. TESLCanada Journal, 3, 13–28.