The Ottawa-Carleton French Project: Issues, Conclusions, and Policy Implications
Année :
1976
Volume et numéro :
, 33
Collection :
, 2
Revue :
, The Canadian Modern Language Review/La Revue canadienne des langues vivantes
Pages :
, 216-232
Résumé
A set of studies from a large-scale Canadian experiment in teaching French as a 2nd language conducted in the Ottawa area between 1973-75 is reviewed & some overall conclusions drawn. The experiment shows that it is possible to achieve considerable improvement in French learning within school settings. This improvement has been effected by a combination of factors: the increased amount of time devoted to French & a change in the language's treatment. The experimental programs have provided new opportunities for 'functional' use of French. However, further study is needed on the question of how best to combine 'formal' & 'functional' approaches to 2nd language learning at different stages of the school career. The research confirms other findings that time is a vital factor in language learning. It does not indicate an optimal age for language learning; instead, it is suggested that the decision on when to start a program should take into account the time needed to reach a specified objective, the value of the learning experience, & the cost involved. A further conclusion from the research is that general educational goals have not been compromised by the increased emphasis on French. The experimental programs are seen as being capable of providing both social & educational enrichment to the existing curriculum. In COMMENTS, John Carroll (Director, L. L. Thurstone Psychometric Lab, U North Carolina) compliments the Ontario Ministry of Education for its evaluation of the French programs. It is noted that the evaluators' main limitation was that they had no say in planning the educational programs they were to investigate. Stern's major conclusions will undoubtedly hold up, especially (1) that French immersion schooling is an excellent method & (2) that the French immersion program has no deleterious effects on the English learning. It is also noted that language teaching methodology was not considered in any of the reports. In COMMENTS, Clare Burstall (Deputy Director, National Foundation for Educational Research in England & Wales) approves of Stern's overview. She urges that more research deal with actual observation of classes & not only with questionnaire data. She points to the need for developing tests tailored to the Canadian situation, as well as for better coordination between projects & for use of evidence available outside the US & Canada. In COMMENTS, Wilga Rivers (Romance Languages & Literatures, Harvard U) considers that Stern's report was so thorough that little is left to be said. D. Burkenroad
Thème :
ÉducationFrancophones
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