The present investigation aimed to assess the use of scaffolding strategies by young English as a second language learners who carried out communicative tasks in the context of high-immersive virtual reality (HVR) (Kaplan-Rakowski & Gruber, 2019). More specifically, 24 students enrolled in an intensive program in the province of Quebec,…

Poor retention rates for Core French, combined with the federal government's action plan to increase bilingualism in Canada, have led to the introduction of Intensive French (IF) in Grade 6 as an alternative for learning French. While anecdotal reports suggest that IF has no negative impact on English language skill development, empirical evidence…

This study focuses on the pedagogical applications of structural priming research in an English for academic purposes (EAP) context, investigating whether priming activities are an effective tool for eliciting production of target grammatical structures. University students across four EAP classes carried out a total of 6 information-exchange…

This article examines the oral proficiency in French of students in core French, intensive French (IF), and post-IF to determine the effectiveness of these programs. Between 2003 and 2009, students in nine jurisdictions were assessed using the New Brunswick Middle School Scale (MSS). Students were tested prior to beginning IF (multiple grade…

This article examines why students participated in British Columbia's first intensive French (IF) program between 2004 and 2008 and what they achieved as a result, with a particular focus on the effect on the French and English language proficiency of English as additional language (EAL) students. Qualitative case studies found that students and…

Examines the effect of teaching mathematics in French on mathematics achievement evaluated in English. Analyzes the effect of increased intensity of bilingual education on mathematics achievement and the effects of language of testing in the context of French immersion at the intermediate level. (Author/VWL)

A study compared the English-as-a-Second-Language (ESL) performance of secondary school students who had participated in intensive ESL instruction in grade five or six and those following regular ESL instruction in elementary school. Students with early instruction maintained the English language superiority acquired during the program. (eight…

The activities involved in a student production of modern Spanish drama in a University of Toronto course and the links with language learning that make the course a partial language immersion are described. Problems in evaluating the course and student performance are discussed. (MSE)

Thirty-seven post-secondary students were studied over one semester in intensive English-as-a-Second-Language or degree programs, with a focus on their English language development and adaptation to Canadian life and study. Data were gathered through ongoing informal contact and pre- and post-administration of a detailed questionnaire, an English…

This study investigates the motivation for learning French, the ethnic identities, and the decision to pursue post-secondary education in French of anglophone graduates of intensive French language programs in high school. Sixty-two graduates of either French immersion, Advanced Placement French, or the International Baccalaureate French program…

Describes a school in Quebec, in which students enrolled in an intensive English-as-a-Second-Language program (ESL) use English in a variety of communicative interactions inside and outside the ESL classroom. Assessment of students' performance indicates that they achieve higher levels of English than comparable students in other intensive ESL…

This article provides a historical overview and comparison of intensive English (IE) and intensive French (IF) programs in Canada. Comparisons are made in terms of the total time allotted to the intensive period, the selection of students, the number and types of schools offering the programs, the models of delivery, and the type of pedagogy and…