PROGRAM

Intensive English
at primary school

A GUIDE FOR PARENTS

The intensive English program in elementary school is a school organization method that allows for concentrated instruction in English as a second language over a specific period, most often in grades 5 or 6, in compliance with the Basic school regulation and the Education Act.

Intensive English is not an immersion program. In French-language public schools, the subjects included in the Quebec Education Program must be taught in French. The program therefore consists of reinforced teaching of English as a second language, concentrated in time, without teaching other subjects in another language.

This guide is for parents who want to understand how intensive English works, the rules that govern it, and the conditions that promote its success. It aims to equip families who wish to initiate a reflection in their school or support an existing program, from a perspective of equity, educational quality and respect for legal frameworks.

All the documents mentioned are in french and are also available at the bottom of the page.

Advantages depending on experience and research

The benefits of intensive English are numerous, lasting, and well-documented. A ministerial evaluation report , based on a study of 269 elementary schools, with 11,900 students in grades 5 and 6 in 39 school service centres, confirms that this program has significant effects on the overall development of students.

First, students demonstrate greater ease in communicating in English, enrich their vocabulary, and acquire more fluency. Their pronunciation improves and their confidence in expressing themselves increases significantly. This skill is accompanied by increased motivation, a greater interest in languages, and a sense of pride.

Contrary to some fears, studies show that there is no negative impact on results in French or mathematics. On the contrary, the rigorous reorganization of subjects makes it possible to maintain, or even strengthen, the acquired skills. Some groups even report above-average gains in reading and writing. Students from disadvantaged backgrounds, non-native French speakers or those experiencing difficulties also benefit from the program.

But the benefits go beyond language learning. The program acts as a lever for educational transformation. It creates a stimulating environment, promotes collaboration between teachers, encourages innovation and mobilizes the school around a unifying project. Students’ sense of belonging to their school is strengthened, as are their autonomy and academic engagement. The MEQ report emphasizes these dimensions as indirect but essential effects on success.

What the research says

  • Significant improvement in fluency, pronunciation and ease of speaking English.
  • Increased motivation, confidence and a general sense of competence.
  • No negative impact on core subjects, sometimes even gains in French.
  • Sustainable results through to secondary school, notably through the development of transferable learning strategies that support overall success.
  • Positive effects on classroom dynamics, school climate and self-esteem.

In 2014, the Conseil supérieur de l’éducation also indicated that:

  • learning a second language does not come at the expense of the mother tongue;
  • It can help to consolidate mastery of the mother tongue because it involves a process of reflection on how language works.
  • and there is no indication that AI\BL could harm non-native French-speaking students.

And in 2016, CEFRIO published a case study concerning the teaching of English for small schools including multi-level classes. The observation is also similar here in that the conclusion indicates that this type of networked learning is promising.

An inclusive program

In some circles, there may be a temptation to restrict access to the program to the highest-achieving students, citing their motivation or results. However, research and ministerial recommendations are clear: the intensive English program should be universal and inclusive. This is not a selective enriched profile, but rather a collective educational project.

The selection of students poses several problems. First, it creates a form of elitism that can harm the school climate. It deprives students who could benefit most from the program, particularly those for whom school is not always a place of success, of an opportunity to increase their sense of competence and an additional tool towards their autonomy.

From a strategic point of view, the selection of students makes the process more cumbersome and makes it more difficult to justify the project pedagogically.

Aiming for universality

  • Avoid inequalities in access.
  • Promotes cohesion within the class group.
  • Join all types of students, not just the high achievers.
  • It reduces the educational and administrative burden.
  • Strengthens the school’s educational project from an equity perspective.

Special needs students

The intensive English program is not reserved for any particular type of student. Special needs students can participate, just like other students. Any decision regarding a student’s participation must be based on an individualized analysis of their needs, and not on automatic exclusion linked to difficulties or a diagnosis.

The accommodations provided for in the special needs student intervention plan and the additional educational services he/she needs must be maintained during the intensive English program.

Research and experience indicate that many students with learning disabilities benefit from a structured, motivating and rewarding learning environment such as intensive English. Ministerial assessments indicate that, for students with an intervention plan, intensive English does not have a negative effect on results in French and mathematics, provided that support measures and complementary educational services are maintained.

Models for reorganizing courses in the 5th and 6th grades

There are several ways to implement intensive English. The most common model (approximately 70% of projects) is the 5 month / 5 month model. During the first half of the year, students receive concentrated instruction in basic subjects (French, mathematics, science, social studies). The second half is devoted to intensive English, while continuing with specialized subjects (physical education, visual arts, etc.). This model allows for continuous and structured immersion in the second language. Often, two classes are paired: one starts intensive English at the start of the school year while the other continues with regular subjects, then they exchange their programs and teachers halfway through in February.

Another model, called 1/4 – 1/2 – 1/4 (or looping), spreads learning over two years. At the beginning of 5th grade, students have a few weeks of intensive English, then continue with their regular program. In the middle of 6th grade, they return to an intensive English sequence. This system allows for a better transition and longer-term planning for teachers.

Other schools opt for more flexible work-study arrangements, such as one week on, one week off, intensive half-days, or even two-month blocks. The important thing is that the program is planned in such a way as to meet the requirements of the Educational Regime and offer continuous hours for learning English, while ensuring the quality of learning in all subjects.

The role of parents: from initiative to implementation

Parents can play a crucial role at every stage of the project and are often the primary drivers of change in their school. But let’s be clear: it is first and foremost the teachers, in collaboration with the administration, who make the implementation of a particular project possible. Without the support and active participation of the entire school team, no project can be developed in a sustainable and coherent way. Therefore, everything begins with the desire to offer a compelling vision for everyone, aimed at improving the educational experience and student motivation.

It is recommended to form a small committee of parents motivated by the project. Together, they can learn, consult reference documents and document the benefits of the program. This preparation allows you to build a solid argument.

The first concrete step is to organize a meeting with the school’s management. This meeting must be open, constructive, and focused on pedagogical feasibility. The aim is not to impose a project, but rather to propose an enrichment that respects the existing frameworks.

In parallel, a parental consultation (provided for in Article 89.1 of the Education Act) may be proposed by the parents of the governing board. This approach serves to gather the interest and concerns of families, while demonstrating that the project is rooted in a genuine collective need.

Finally, parents actively contribute to the educational life of the school by participating, through the school council, in the analysis of students’ needs, issues related to educational success, and community expectations. In consultation with other stakeholders: teachers, principals, school staff and community representatives, they take part in the development, implementation and evaluation of the educational project, as provided for in Article 74 of the Education Act.

In summary, parents can:

  • To be at the origin of the project and to fuel it with evidence-based data.
  • Building bridges between families, management and teachers.
  • To provide concrete and committed support at every stage of implementation.
Parents' Committee of Montreal Schools

Tools available in
the Education Act

  • Approve the modalities of application of the Basic school regulation as well as the general orientation of the enrichment or adaptation by teachers of the objectives and indicative content of the programs of study with a view to the development of local programs of study (EA art. 84 and 85).
  • Participate in the review of the educational project and make a more important reflection, including the project (EA art.74 and 78.2);
    Set up a committee to reflect on or work on the project (EA art.74 and 78.2);
  • Appeal to the PPO (EA art.96.2 and 96.3);
  • Conduct a survey of the parents of the school (EA art. 89.1);
  • Conduct a survey among students (EA art. 89.2);
  • Invite parents to one or more discussion or information meetings (EA art.74);
  • Give an opinion to the CSS or the management on the intention or the relevance of having this program at their school (EA art.78 and 78.1);
  • Individually, a parent can choose a school to better meet the needs of their child, and thus access a school offering this program or withdraw their child from the program (EA art. 4);

Essential conditions for success in an intensive English program

The documented positive effects of intensive English are based on certain essential conditions that go beyond simply increasing the time spent teaching English. The genuine commitment of the school team is a determining factor. The program must be supported by the management as well as by tenured and specialist teachers, in a spirit of collaboration and pedagogical coherence. This collective mobilization facilitates the organization of the project and helps to maximize its benefits for the students.

Documented experiences show that the challenges associated with intensive English are primarily organizational and relate to planning, coordination and student support, rather than pedagogical limitations of the program itself.

Learning planning and timetable organization must be coordinated to ensure educational continuity across all subjects. Sufficiently long and continuous periods of English, combined with close coordination between teachers, make it possible to effectively support learning while respecting the requirements of the Educational Regime. When these conditions are met, intensive English becomes a structuring lever that promotes student motivation, academic engagement, success and perseverance.

Argument for teaching staff

  1. To offer a rewarding and equitable learning experience : The program is designed for all students, without selection, and supports their engagement while diversifying teaching approaches. According to research by Véronique Parent (FRQSC 2024), students report an increased sense of competence, greater motivation and pride associated with mastering a new language.
  2. To promote teamwork : Implementation requires collective planning and fosters collaboration between tenured teachers and specialists, creating a rich professional dynamic. The SPEAQ guide (2012) indicates that this collaborative work is one of the main drivers of project success.
  3. To strengthen transversal skills : Students develop their autonomy, organization, confidence and sense of effort – useful skills in all subjects. CEFRIO (2016) observed that these transversal skills are often cited by teachers as the most significant after implementation.
  4. Because the results are conclusive : The MEQ’s 2019 evaluation report demonstrates that 94% of schools that implemented the program maintain or expand it. The data indicates a notable improvement in English, with no decline in performance in other subjects.
  5. Because teachers have professional autonomy : As a school team, you can adapt the model, organize the schedule, and choose resources according to our reality. The ministerial framework grants this margin of action to local teams, which allows them to fully take ownership of the project.

A well-designed and supported intensive English program can positively transform students’ academic paths. It promotes fairness, success, motivation, and pride. As parents, you have the ability to propose a mobilizing vision, to build bridges with the school administration and staff, and to support the school in this process. This guide is your starting point for structuring a solid proposal, grounded in the reality on the ground and supported by research.

References and useful documents

Quebec Ministry of Education

Programme de formation de l’école québécoise – Primaire
Cadre normatif définissant les disciplines, les compétences et la langue d’enseignement dans les écoles publiques francophones.

English as a Second Language – Curriculum (Primary)
 Official documents on the teaching of English as a second language, including intensive modalities.

Evaluation Report – Intensive English in Primary School (2018-2019)
Phase 1 Report : Evaluation conducted between 2013 and 2016 with 269 elementary schools, 11,900 students and 39 school boards.
Phase 2 report : Confirms the maintenance of positive effects in the medium term, particularly on oral skills and motivation in secondary school.

La collaboration entre le titulaire et l’enseignant d’anglais, langue seconde, dans un contexte d’enseignement intensif de l’anglais (2022)
A guide to help teachers work together to optimize intensive English as a Second Language teaching in elementary schools in line with the Quebec Education Program.

Guide de soutien pour les enseignants – Anglais intensif (2017)
Specifies the educational and organizational conditions that promote the success of the program.

Recherche évaluative sur l’intervention gouvernementale en matière d’enseignement de l’anglais langue seconde au Québec.
Results obtained in evaluating the relevance and design of English as a Second Language learning in Quebec, from the perspective of primary education.

Specialized and association documents

SPEAQ – Guide pour l’implantation de l’anglais intensif (2012)
A practical guide for schools, focused on educational planning and collaboration.

SPEAQ – Réponses pour parents sur l’anglais intensif (2012)
A simplified document explaining the foundations and qualities of the program.

Independent research and synthesis

FRQSC – Les effets de l’enseignement intensif de l’anglais sur les compétences en littératie (2024)
It shows positive effects on motivation, self-esteem and learning strategies, particularly among struggling or non-native French-speaking students.

Conseil supérieur de l’éducation – L’amélioration de l’enseignement de l’anglais, langue seconde, au primaire : un équilibre à trouver (2014)
A CSE opinion analyzing how to better teach English to primary school students.

CEFRIO – Étude de cas : l’enseignement de l’anglais en réseau dans les écoles rurales (2016)
A study that analyzes how networked English teaching in rural Quebec schools can enrich the second language learning environment for students.

Examples and templates

Fiche synthèse et lettre d’intention pour conseil d’établissement.
A tool for presenting the project to the school board.

toolbox

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