Bibliography for Intensive ESL

Bibliography for Intensive ESL
Bayan, P. (1996). The suitability of the Quebec primary English intensive program for students of low
academic ability, research essay. Ottawa: Carleton University.
Bell, P., White, J. & Horst, M. (2013). Est-ce que le programme d’anglais intensif nuit à la maîtrise du
français ? Of course not ! Québec français, 170, 90-92.
Billy, L. (1980). Expérimentation d’une nouvelle approche en immersion (An experiment in a new
immersion approach). The Canadian Modern Language Review, 36(3), 422–433.
Carr, W. (2009). Intensive French in British Columbia The Canadian Modern Language Review/La
Revue canadienne des langues vivantes, 65(5), 787–815.
Collins, L., & White, J. (2012). Closing the Gap: Intensity and Proficiency. In C. Muñoz (Ed.), Intensive
exposure experiences in second language learning (p. 45-65). Bristol, UK: Multilingual Matters.
Collins, L. & White, J. (2011). An intensive look at intensity and language learning. TESOL Quarterly,
45(1), 106-133.
Collins, J., Stead, S., & Woolfrey, S. (2004). Rethinking teaching strategies for intensive French. The
Canadian Modern Language Review, 60(3), 355–372.
Collins, L., Halter, R., Lightbown, P.M. & Spada, N. (1999). Intensive ESL in Quebec: Models and
Outcomes/L’enseignement intensif de l’anglais, langue seconde au Québec : modèles et résultats.
SPEAQ Out, January, 27(2), 7-13.
Collins, L., Halter, R.H., Lightbown, P.M. & Spada, N. (1999). Time and the distribution of time in L2
instruction. TESOL Quarterly, 33(4), 655-680. Available online at:
http://203.72.145.166/TESOL/TQD_2008/VOL_33_4.pdf#page=38
Cummins, J. (2009). Bilingual and Immersion Programs. In M.H., Long & C.J. Doughty (Eds.), The
Handbook of Language Teaching (pp.161-181). West Sussex: Wiley-Blackwell.
Dussault, B. (1997). Les effets à long terme de l’enseignement intensif de l’anglais, langue seconde,
mémoire. Montréal : UQAM.
Genesee, F. (2008). Literacy outcomes in French immersion. National Strategy for Early Literacy.
Canadian Language & Literacy Research Network. Available online at:
http://docs.cllrnet.ca/NSEL/Current/NSEL_FrenchImmersion08.pdf
Genesee, F. (2007). Literacy outcomes in French immersion. Encyclopedia of
Language and Literacy Development, (pp. 1-8). London: Canadian Language
& Literacy Research Network. Available online at:
http://literacyencyclopedia.ca/pdfs/Literacy_Outcomes_in_French_Immersion.pdf
Genesee, F. (2007). French Immersion and At-Risk Students: A Review of Research Evidence. The
Canadian Modern Language Review, 63(5), 654–687.
Genesee, F. (1987). Learning Through Two Languages: Studies of Immersion and Bilingual Education
(Chapter 6, The suitability of immersion for all students). Cambridge: Newbury House.
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Germain, C. & Netten, J. (2005). Fondements d’une approche transdisciplinaire en FLE/FL2 : Le
français intensif au Canada. Actes d’un Colloque de Lyon, 2002. Cahiers du Français Contemporain,
No 10, V. Pugibet & N. Gettliffe-Grant, 13-33. Available online at:
http://www.mmecarr.ca/ICF/Fondements.pdf
Germain, C. & Netten, J. (2004). Le français intensif : vers une transdisciplinarité en langue seconde.
Québec français, 132, 68-69. Available online at:
http://www.erudit.org/culture/qf1076656/qf1186402/55650ac.pdf or
http://www.caslt.org/pdf/Germain-Netten%20QC%20Frcs-04.PDF
Germain, C., Lightbown, P.M., Netten, J. & Spada, N. (2004). Intensive French and Intensive English:
similarities and differences. The Canadian Modern Language Review, 60(3), 409–430. Available
online at: http://www.mmecarr.ca/ICF/ICF_PDFs/IFrandIEngl.pdf
Germain, C. & Netten, J. (XXXX). Transdisciplinarité et FLE/FL2 : les fondements du français intensif,
Article qui va paraître dans les Cahiers de recherche de l’Université de
Strasbourg, France. Available online at: http://www.mmecarr.ca/ICF/transdisciplinarite.pdf
Hamayan, E., Genesee, F., & Cloud, N. (2013). Dual Language Instruction from A to Z: Practical
Guidance for Teachers and Administrators. Portsmouth, NH: Heinemann.
Joy, R. & Murphy E. (2012). The inclusion of children with special educational needs in an intensive
French as Second Language Program: from Theory to Practice. 35(1), Canadian Journal of
Education/Revue canadienne de l’éducation, 35(1), 102-119. Available online at:
http://ojs.vre.upei.ca/index.php/cje-rce/article/view/712
Lazaruk, W.A. (2007). Linguistic, academic, and cognitive benefits of French immersion. The
Canadian Modern Language Review, 63(5), 605–627.
Lazaruk, W.A. (2007). Avantages linguistiques, scolaires et cognitifs de l'immersion française. La
Revue canadienne des langues vivantes, 63(5), 629–654.
Lightbown, P. (2012). Intensive L2 Instruction in Canada: Why not Immersion? In C. Muñoz (Ed.),
Intensive exposure experiences in second language learning (p. 25-44). Bristol, UK: Multilingual
Matters
Lightbown, P.M. & Spada, N. (2006). How Languages Are Learned, 3rd ed. Oxford: Oxford University
Press.
Lightbown, P.M. (2003). SLA research in the classroom/SLA research for the classroom. Language
Learning Journal, 28, 4-13. Available online at:
http://www.ittmfl.org.uk/modules/teaching/1a/paper1a3.pdf
Lightbown, P.M. (2001). L2 instruction: time to teach. TESOL Quarterly, 35(4), 598-599.
Lightbown, P.M. & Spada, N. (1997). Learning English as a second language in a special school in
Québec. The Canadian Modern Language Review, 53(2), 315-355.
Lightbown, P.M. & Spada, N. (1994). An innovative program for primary ESL students in Quebec.
TESOL Quarterly, 28(3), 563-579. Available online at:
http://203.72.145.166/TESOL/TQD_2008/VOL_28_3.PDF#page=112
Lightbown, P. M. & Spada, N. (1991). Étude des effets à long terme de l’apprentissage intensif de
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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.
Lightbown, P. M. (1991). L’enseignement de l’anglais dans les écoles françaises : Quand et
comment? Minicolloque sur l’enseignement de l’anglais, Syndicat de l’enseignement de Champlain, 111.
MacFarlane, A. (2005). Examen du programme de français intensif : une stratégie pédagogique pour
améliorer les résultats du français langue seconde au Canada. Ottawa: CASLT/ACPLS.
Available online at: http://www.caslt.org/pdf/IF-Report-F-web.pdf or
http://www.caslt.org/resources/french-sl/research-articles-intensive-french_en.php
MacFarlane, A. (2005). An Examination of Intensive French: A Pedagogical Strategy for the
Improvement of French as a Second Language Outcomes in Canada. Ottawa: CASLT/ACPLS.
Mady, C. (2007). Allophone students in French second-language-official programs: a literature review.
The Canadian Modern Language Review, 63(5), 727-760.
Mady, C. (2007). Les élèves allophones dans les programmes de français seconde langue officielle :
revue de la littérature. La Revue canadienne des langues vivantes, 63(5), 761-799.
Mohanty, A.K. & Perregaux, C. (1997). Language Acquisition and Bilingualism. In J.W. Berry, P.R.
Dasen, & T.S. Saraswathi (Eds.), Handbook of Cross-Cultural Psychology, 2nd edition, Volume 2:
Basic Processes and Human Development (pp. 217-253). Needham Heights: Viacom. Available online
at: http//books.google.com
Muñoz, C. (Ed.) (2012). Intensive Exposure Experiences in Second Language Learning. Second
Language Acquisition. Bristol, UK: Multilingual Matters.
Netten, J. & Germain C. (2012). A new paradigm for the learning of a second or foreign language: the
neurolinguistic approach. Neuroeducation, 1(1), 85-114.
Netten, J., & Germain, C. (2009). The future of intensive French in Canada. The Canadian Modern
Language Review, 65(5), 757-786. Available online at:
http://www.mmecarr.ca/ICF/ICF_PDFs/NettenCJAL2010.pdf
Netten, J. (2007). Optimal entry point for French immersion. Revue de l’Université de Moncton,
Numéro hors série, 27-35.
Netten, J., & Germain, C. (2005). Pedagogy and second language learning: lessons learned from
intensive French. Canadian Journal Applied Linguistics, 8(2), 183-210.
Available online at: http://www.aclacaal.org/Revue/vol-8-no2-art-netten-germain.pdf or
http://209.217.87.8/pdf/15-Netten-Germain-CJAL-ACLA-Halifax-2005-rev-07.PDF
Netten, J., & Germain, C. (2004). Le français intensif : introduction. La Revue canadienne des langues
vivantes, 60(3), 251–262.
Available online at: http://209.217.87.8/pdf/01-FI-Intro-frcs.PDF
Netten, J., & Germain, C. (2004). Introduction: Intensive French. The Canadian
Modern Language Review, 60(3), 263–273.
Available online at: http://utpjournals.metapress.com/content/r6330148h16h55j5/
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Netten, J., & Germain, C. (2004). Theoretical and Research Foundations of Intensive French. The
Canadian Modern Language Review, 60(3), 275–294.
Netten, J. & Germain, C. (2004). Developing the curriculum for intensive French. The Canadian
Modern Language Review, 60(3), 295–308.
Paradis, J., Genesee, F. Crago MB. (2011). Dual Language Development & Disorders: A Handbook
on Bilingualism & Second Language Learning, 2nd edition. Baltimore: Paul H. Brookes.
Soderman A. (2010). Language Immersion Programs for Young Children? Kappan Magazine, 9 (8),
54-61.
Spada, N. & Lightbown, P.M. (1989). Intensive ESL programmes in Quebec primary schools. TESL
Canada Journal, 7(1), 11-32.
Available online at: http://journals.sfu.ca/tesl/index.php/tesl/article/viewFile/557/388
SPEAQ. (2012). Guide d’implantation de l’enseignement intensif de l’anglais, langue seconde, au
Québec. Montréal : SPEAQ.
Stern, H. H. (1985), The time factor and compact course development. TESL Canada Journal, 3, 13–
28. Available online at: http://journals.sfu.ca/tesl/index.php/tesl/article/view/471
Watts, W. & Snow, S. (1993). L’anglais intensif au Québec: 1976–1993. Montréal: SPEAQ.
Wesche, M. (2002). Early French immersion: How has the original Canadian model stood the test of
time? In P. Burmeister, T. Piske and A. Rohde (Eds.) An Integrated View of Language Development
(357-379). Trier: WVT.
White, J. & Turner, C.E. (2012). What language is promoted in intensive programs? Analyzing
language generated from oral assessment tasks. In C. Muñoz (Ed.). Intensive exposure experiences
in second language learning. Bristol, UK: Multilingual Matters.
White, J. & Turner, C.E. (2005). Comparing Children's Oral Ability in Two ESL Programs. The
Canadian Modern Language Review / La revue canadienne des langues vivantes. 61(4), 491-517.
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