60 CHAPTER 4 the e ects of time distribution in SLA (spaced repetition versus massed repetition: see Serrano, 2012), there is a general consensus that repeated exposure to the L2 is a prerequisite for all language skills to develop (Segalowitz, 2010). Focusingon theDutchcontext, the bene cial role of L2 exposure on thedevelopment of language skills has been amply researched, for instance in bilingual education. Verspoor and Edelenbosch (2009) followed 456 students in six di erent secondary schools (4 bilingual and 2 monolingual) during the rst three years of their secondary education. As is typical in these e ect studies, they targeted speci cally productive language skills; students in the bilingual streams with about 15 hours of English exposure a week scored better on writing skills than students in the monolingual who had about 3-4 hours of exposure a week. Importantly, however, the ‘high-exposure’ students also showed more knowledge of lexical chunks, further aiding them in their writing. In a classroom study involving 416 Dutch learners of L2 English, Piggott (2019) compared Dutch secondary school students in a predominantly explicit, low-input program to those enrolled in a predominantly implicit, higher exposure program. All four language skills were tested at the end of the rst and the second year. e results on the reading tests showed a steeper developmental curve in the high-input program. For listening, more mixed ndings were obtained: students in the high-input program scored better a er one year but students in the low-input program obtained higher scores a er two years. e complexity of this study, however, is its focus on English. English is very prevalent in the Dutch linguistic landscape and out of class exposure is substantial, making it di cult to disentangle pedagogical e ects from general input conditions. Complementary evidence is available for French, however, speci cally in a number of recent studies on the Accelerative Integrated Methodology (AIM). AIM is a predominantly implicit and high-exposure method developed by Maxwell (2001), originally intended for use in Core French and Immersion programs for L2 French in Canada. A great deal of exposure is provided by the teacher through carefully structured teacher scripts based on storytelling techniques. Gestures are used to enhance formmeaning mappings. Active use of L2 French is provided by target language use (French only rule), and meaningful communicative activities based on the story themes (for more details, see Arnott, 2011). e AIM method can thus be described as a DUB as opposed to an SB language teaching method. In a three-year longitudinal study comprising 229 students, Rousse-Malpat et al. (2022) found that the high-exposure AIM program was more e ective than its SB low-exposure counterpart in developing both speaking and writing skills. Building on these ndings, the current study examined the instructional e ects of AIM a er six years. DUB students continued to score much better on oral pro ciency than the SB learners (this dissertation, chapter 7). Although holistic expert ratings did not indicate further di erences between DUB and SB students in terms of written accuracy,
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