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An increasing number of schools in Québec an offer students the opportunity to follow an intensive English as a second language program during their sixth year of elementary school. In this chapter we present the first results of a study that examines the impact of this intensive model of learning on the development of writing competence in French as the language of instruction and in English as a second language. Students in five classes (n = 105) completed a standardized test (WIAT-II) three times (beginning, middle and end of school year) to measure their writing skills in both languages. The results of these tests indicate that the students show progress in terms of overall performance in writing in both French and English. Variations in first and second language writing development are apparent when some subtest scores are examined. Certain differences are also observed when we compare the different models of intensive second language instruction that students were exposed to.

Le développement de la compétence à écrire en langue première et en langue seconde à la fin du primaire dans des contextes d’intensification de l’enseignement de la langue seconde