CULTURAL AMBASSADORS: MONITORS IN CORE-FRENCH CLASSES
Vincent A. Gaudino, Leslie E. McLean and Ross E. Traub.
Volume 11 Number 5.
During the 1979-80 school year, a study was conducted to assess the significance of the Second Language Monitor Program. This is the report of that study, which focused on first or second year core-French classes (classes that received an average of twenty minutes of French instruction each day). Classes with a monitor were compared to classes without one as to competence in French and exposure to French culture. Most of the classes included in this study were observed once, and students selected from these classes were interviewed individually for twenty to thirty minutes in both English and French.
The report covers the background and purpose of the study, how it was designed, the modifications to the original design, the actual sample used, the procedures, measures, and criteria used, analysis, results, discussion, and conclusion. Tables throughout complement the text, and the appendices also include numerous tables, as well as the interviewers' checklist, instructions, and questions for students. The text is double-spaced, and a full page is devoted to each table. One page of references is also included. The authors are aware of the study's limitations and suggest areas where future studies could be made.
The conclusions are that while monitors do not seem to help students increase their French competence (at least, not at the beginning of a core program), they do bring appreciable cultural elements to their classes, making them "cultural ambassadors."
This report could have included a brief explanation of symbols and terms used in statistics, in order to help readers better understand parts of the text and some of the tables.
French language departments in schools with core programs may wish to keep a copy of this report on file.
Adele L. Massena, Kingston, ON.
1971-1979 | 1980-1985 | 1986-1990 | 1991-1995
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