Intensive ESL 101
MELS Presentation
SPEAQ 2011 (Updated January 2013)
What is Intensive ESL?
Two main characteristics:
1. Increased amount of time allotted to
the learning of English
2. Concentrated teaching time
N.B. The focus is on learning the second language. Other
subjects cannot be taught in English.
What is Intensive ESL?
An approach which enables
students to develop their oral
interaction competency.
Reading and writing support
the development of oral
communication.
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.
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)
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
Intensive Models
Some Examples
5-month / 5-month
3 days / 2 days & 2 days / 3 days
5 half days
1 day / 1 day
1 week / 1 week
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.
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
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
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)
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.
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.
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.
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)
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)
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). The Canadian Modern
Language Review, 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-marketingle-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. TESL
Canada Journal, 3, 13–28.