Improving in English as a second language: a guide for Quebec students

What the program evaluates

In high school, the English as a Second Language program (core ESL and enriched EESL) is built on three competencies:

• Interacts orally in English;
• Reinvests understanding of texts, meaning students understand texts they read, watch or hear, then use that understanding in a new task;
• Writes and produces texts.

On the report card, the ministry weightings are 40% for speaking, 30% for comprehension and 30% for writing in core ESL. In enriched Secondary 4 and 5, they are 34%, 33% and 33%. Speaking clearly carries a lot of weight, especially in the core program. Also worth knowing: 4 credits of Secondary 5 second language are required for the high school diploma (DES).

Daily habits that make a difference

Fifteen to twenty minutes of English a day beat a long cram session the night before a test. A few simple ideas:

• Switch the language on your phone, games and apps.
• Watch shows in English with English subtitles rather than French, so sound and spelling connect.
• Listen to a podcast or videos about something the student already loves (sports, science, gaming, music).
• Keep a vocabulary notebook: each new word with an example sentence, not just a translation.
• Think in English for a few minutes a day, for example by describing your day in your head.

In Montreal, English is everywhere: signs, shops, public libraries. Using those real-life chances helps enormously. Parents who do not speak English can still play a big role: protect the daily routine, take an interest in what your child is watching or reading, and praise effort rather than perfection.

Building confidence when speaking

Many students understand well but hesitate to speak. Yet in the ministry rubrics, interaction is at the heart of the competency: giving your opinion is not enough, you need to react to what others say and move the discussion forward.

What helps:

• Master functional language: phrases to give an opinion, agree or disagree, interrupt politely, ask for clarification ("Could you give an example?") or buy time ("That's a good question, let me think.").
• Go beyond empty phrases: the rubrics quote "I think it's good" as an example of an idea that could fit any topic. Back your point up with a specific example instead.
• Practise in small groups with a 15 minute timer, on a current topic.
• Accept mistakes: an imperfect but clear sentence beats silence.

For the core Secondary 5 exam, the discussion questions are not known in advance, and the exam is designed so students cannot script what they will say. Memorizing a speech is pointless. It is far better to know the topic well and to practise building on other people's ideas.

Reading and listening to reinvest

The comprehension competency is not just answering questions. Students must use what they read or heard in a new task, often a piece of writing or a discussion.

• Read a variety of texts regularly: articles, short stories, young adult novels, opinion pieces.
• After each reading, jot down in three lines the main message, two important details and a link to your own experience.
• Spot the vocabulary tied to the topic and reuse it in your own sentences.
• For listening, watch a short video twice: once for the general idea, once for the details.

For enriched students, listening matters even more. In the Secondary 5 exam, students hear an audio recording twice during the preparation period and a third and final time on exam day, then use it in their article. Practising quick, organized note-taking while listening to podcasts or interviews is excellent preparation.

Writing clearly and convincingly

A good English text starts with a process: plan, draft, revise, then edit. Taking a clear position matters. For core ESL, the ministry explains that a firm position does not have to be completely for or against, but "It depends" does not count as one.

Frequent mistakes among French-speaking students:

• False friends: actually (means "en fait", not "actuellement"), library (bibliothèque, not librairie), eventually (finalement).
• Third person -s: she works, not she work.
• Copying French structures: I agree, not I am agree; for three years, not since three years.
• Capital letters: in English, days, months and languages are capitalized (Monday, June, French).

For an opinion piece, the core ESL rubric spells out what is expected: an engaging introduction that states a firm position, a body that convinces a reader who knows little about the topic, and a conclusion tied to that position, with no new argument. Typical English forms used correctly (Ever since I was little..., Being too short, she...) are also rewarded. Finally, do one proofreading pass only for your own recurring mistakes: it is the most efficient revision there is.

The Secondary 5 ministry exams

In Secondary 5, the ministry exams differ by program. According to the 2025-2026 information documents:

English, bilingual and synonym dictionaries are allowed for writing, but class notes and model texts are not. For 2025-2026, these exams counted for 50% of the competencies assessed; details are confirmed each year in the information documents (core, enriched). Best advice: ask the teacher for the English version of the rubric and practise with it.

Resources and support

Several free resources can help: Alloprof's English section, public libraries (novels, comics and audiobooks in English) and, of course, the rubrics and examples provided by the teacher. If your child lacks confidence speaking or has hit a ceiling in writing, one-on-one support offers a low-pressure place to practise. Our English tutoring works on all three program competencies, and you can book a session. You will find more guides in our resources.

Frequently asked questions