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This thesis seeks to investigate the question of whether learners of French in the upper secondary sector acquire intercultural competencies which are commensurate with their linguistic competencies, during their two-year preparation for the examinations at 'Advanced' level which allow admission to university. The study has been undertaken in relation to existing literature in the disciplines of foreign language pedagogy, intercultural communication and motivation for foreign language learning. It examines the concept of culture within the teaching of upper secondary French, and recent developments which have led to the concept of the 'intercultural speaker'. In particular, it draws upon the work of Keesing and Gudykunst in the field of intercultural communication and theoretical foundations in the field of foreign language and culture pedagogy in the work of Kramsch, Zarate and Byram. Data were collected during a two-year longitudinal study among upper secondary students of French in the north-east of England. They consist of a questionnaire and three semi-structured interviews, together with a number of informal assessment activities. Their teachers were also interviewed. Data were subsequently analysed within the theoretical framework of savoirs proposed by Byram (1997b) in Teaching and Assessing Intercultural Communicative Competence. There was some evidence for the existence of certain of the savoirs and a disposition among the participants to develop others. It was clear from the data that experiences outside the classroom had been significant in this respect, but that certain pedagogical practices had probably also been helpful. The thesis concludes by recommending the inclusion of intercultural competencies in the specifications for foreign languages examinations in the upper secondary sector and offers some suggestions for a three stage development towards the status of intercultural speaker.

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<p> The persistent achievement (opportunity) gap between White and Latino students continues to plague our education system. As schools and policy makers attempt to narrow this gap, many districts are investigating dual language programs since the results of instructional practices that embrace a child&rsquo;s native language prove more effective than English-only practices. However, research in the field suggests challenges and inconsistencies with implementation, and few studies investigate the initial stages and the complexity of dual language program implementation. Researchers such as Honig (2006) have described the need for more qualitative research studies investigating how interactions among people, policies, and places impact implementation. Additionally, many studies focus on the implementation process from the lens of the administrator. This study adds the voices of parents and teachers in order to provide a more comprehensive view of the dual language implementation process from the perspective of key stakeholders directly impacted. </p><p> This qualitative case study investigated how various administrators, teachers, and parents interacted with each other, their environment, and the dual language policy during the first year of implementation at a suburban elementary school. Through surveys, interviews, and observations, this study analyzes how these interactions impacted program implementation. </p><p> Findings in this study suggest implementation is uniquely based on each individual community and the interactions between that place and the policy. Moreover, the success of a policy depends on the people and their interactions with the policy in order to create systems to sustain and maintain the program. This study highlights key factors supporting and hindering dual language program implementation during the first year and uncovers significant shifts in the status of language and culture as a result of program implementation efforts. </p><p> This study provides a helpful consideration of factors for those interested in implementing dual language programs in a deliberate and sustainable manner. </p>