The Effectiveness of Second-Language Learning

Abstract

Given the multicultural, multilingual character of Canadian society, it is no surprise that second-language programs were implemented in our elementary schools. The need and demand for such programs were acknowledged by politicians when French Core Programs were introduced at the elementary level in the late sixties and foreign language programs (Heritage Language Programs) were introduced after school hours in the mid-seventies. The topic was selected primarily to examine how adequately our elementary schools are fulfilling the need and demand for second-language learning. At present, there is strong evidence to support the claim that these programs are failing to motivate students to pursue further studies in a second language or to produce students who are fairly fluent in a second language. These claims arouse concern and controversy as to the effectiveness and perhaps the validity of such programs as they exist today in our elementary schools. It is imperative that elementary second-language programmers examine what is happening in this area. They have to deal with the factors influencing the effectiveness of their programs. It is my view that a number of changes have to be introduced into second-language programs at the elementary level if they are to survive at this and other levels and if they are to support the multilingual, multicultural identity of Canada.