Intensive French in British Columbia: Student and Parent Perspectives and English as Additional Language (EAL) Student Performance

Abstract

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 parents believe IF affords short- and long-term benefits, especially for education and employment; some, particularly EAL students and their parents, expect advantages related to Canadian citizenship. Oral French proficiency assessments of all IF students (N = 357) found no significant difference between the mean proficiency results of any groups compared, but the distribution of scores showed significant differences between EAL and non-EAL students and between Grade 5 and Grade 6 students in the percentage of students achieving spontaneous communication. English proficiency assessments of EAL students in IF (n = 43) showed their improvement over the school year was significantly greater than that of EAL peers not in IF (n = 43). The implications of this study for inclusion of EAL learners in FSL programs and future research are discussed.