The Future of Intensive French in Canada

Netten, Joan; Germain, Claude

doi:10.3138/cmlr.65.5.757

Cited by 19 publications

(11 citation statements)

References 18 publications

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“…Ten years later, after the implementation of new resources developed for FSL classrooms based on the recommendations of the National Core French Study (LeBlanc, 1990), our research findings were similar to those reported by Lapkin (2008). They confirmed that the ability to speak French does not increase, despite the number of years of instruction in the core French program (Netten & Germain, 2009). Furthermore, they indicated that a level of spontaneous communication is generally not achieved by students of core French.…”

Section: Paradigm Based On Cognitive Psychologysupporting

confidence: 62%

“…It appears from these initiatives that curriculum resources that conform to the principles of the NLA can be adapted to teach communication skills in a wide variety of second languages (Netten & Germain, 2009). While more research is necessary to confirm its applicability, it would appear that the principles upon which the NLA is founded are universal with respect to the learning of communication skills in an L2/FL.…”

Section: Applications Of the Nla In Real Classroomsmentioning

confidence: 99%

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A new paradigm for the learning of a second or foreign language: the neurolinguistic approach

Netten¹,

Germain²

2012

Neuroed.

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Section: Paradigm Based On Cognitive Psychologysupporting

confidence: 62%

Section: Applications Of the Nla In Real Classroomsmentioning

confidence: 99%

A new paradigm for the learning of a second or foreign language: the neurolinguistic approach

Netten¹,

Germain²

2012

Neuroed.

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“…Two studies conducted in intensive French address the inclusion of SSEN. First, Netten and Germain (2009) measured the oral proficiency of students in core French, intensive French and post-intensive French to determine their ability to communicate spontaneously in French. Although specific data concerning students with learning difficulties were not provided, the authors indicated that classes with a large number of students with learning difficulties were able to attain success in intensive French.…”

Section: Instructional Support In the Core And Intensive French Classmentioning

confidence: 99%

Instructional Supports for Students with Special Education Needs in French as a Second Language Education: A Review of Canadian Empirical Literature

Mady¹,

Muhling²

2017

JEL

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With the view to responding to a call for information on instructional supports for students with special education needs (SSEN) in French as a second language (FSL) education, this article reviews the empirical literature from three Canadian contexts: core French, intensive French and French immersion. More specifically, we developed this literature review by conducting an electronic search for pertinent Canadian empirical studies and manually searching select Canadian journals from the last 15 years. Our findings revealed a variety of existing instructional supports to enhance the success of SSEN in FSL programs in general and strategies for identification and intervention in French immersion in particular.Keywords: French as a second language education, inclusion in French as a second language education, special education and second language education

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Section: Intensive Frenchmentioning

confidence: 99%

“…They suggest that the development of a skill requires considerable sustained use, and communication in a second language is a skill that develops through the use and re-use in authentic situations of the sentences needed for communication. Moreover, speaking with spontaneity requires that students develop an internal, or automatic grammar rather than relying on an external grammar or textbook (Netten & Germain, 2009).The emergence of the innovative approach to FSL teaching and learning called Intensive French (IF) is referred to by some as a "bain linguistique" or language bath (Netten & Germain, 2002) in which concentrated exposure to the second language is a key element: "Intensive French may be defined as an enrichment of the Core French program consisting of offering from three to four times the number of hours regularly scheduled for Core FSL in a concentrated period of time (five months) at the end of the elementary school cycle (in Grade 5 or Grade 6)" (Netten & Germain, 2004a: 283). Netten and Germain (2005) assert Intensive French is "clearly distinguishable from Core French" (p. 185).…”

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confidence: 99%

Teaching Core French Through the Arts.

Rovers

2013

Journal of Teaching and Learning

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This study is concerned with Grade nine Applied level students' attitudes toward learning French. The following paper provides an in-depth case study of one group of 18 students from a Core French class in a Southwestern Ontario inner city high school. Specifically students' attitudes toward learning French through the Arts were examined. Guided by the tenets of constructivism and Arts-based research, with the collaboration of the classroom teacher, French/Arts lesson plans were prepared through which students' motivation, attitudes, and enthusiasm to speak French whilst in the process of creating art could be examined. Students' comments of learning French through Art were compared with their stories of past experiences within the Core French program. Grounded theory and an emerging theme design using qualitative methods of data collection and analysis were used. Observational data, questionnaires, and focus group interviews were conducted in order to triangulate the data collection for analysis. Findings show that students' attitudes toward learning French via Arts-based activities were more positive and their enjoyment, motivation to learn, and spoken French increased. Core French in Canada: Toward an intensive modelStudents' attitudes toward the study of French in Canada are increasingly negative (Kissau, 2005;Netten, Riggs, & Hewlett, 1999). When asked how they and their peers viewed Core French courses in high school, the majority (52%) reported they had not had a good experience (Council of Atlantic Ministers of Education and Training, 2004). According to the report State of the Core French Program in Canada (2004), existing Core French programs are not successful in producing functionally bilingual graduates. Of the students interviewed for this report, almost half of those who had completed secondary Core French felt unable to understand spoken French. Not only are students not learning to speak French within the established Core French program, the program itself is undermined. For example, most school boards have cut primary Core French in Ontario.Research shows that many of the current teaching practices used in the Core French as a Second Language (FSL) program are ineffective and negatively impact on student attitudes and success with regards to functional language knowledge. For example, a recent study of Grade 11 students who had dropped out of Core French programs concludes "that a paradigm shift in methodology and curriculum content of the Core French program is required. French has to become more interesting, more relevant and more oriented toward the goal of learning to speak the language. This is the obvious first step toward motivating students to continue their study of French" (Atlantic Provinces Education Foundation [APEF], 2002, p. 19). Moreover, the Canadian Parents for French (CPF) study focused attention on the need to enhance Core French education and explore alternate delivery models. In fact, the CPF association said, "It is a welcome and sorely needed initiative as there ...

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The Future of Intensive French in Canada

Cited by 19 publications

References 18 publications

A new paradigm for the learning of a second or foreign language: the neurolinguistic approach

A new paradigm for the learning of a second or foreign language: the neurolinguistic approach

Instructional Supports for Students with Special Education Needs in French as a Second Language Education: A Review of Canadian Empirical Literature

Teaching Core French Through the Arts.

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