A variety of French language classroom activities are described, including a game to familiarize immersion students with Canada; exercises using songs; a teacher-student competitive vocabulary game; communicative activities; three games to practice verb conjugations, previously learned structures, and vocabulary; and a whole-language activity…

Some views on and implications of "the output hypothesis," which proposes that the process of producing written or spoken language results in language acquisition/learning, for immersion pedagogy and second-language learning are discussed. The role of collaborative learning is considered. (Contains 14 references.) (LB)

Reports the use of students' native language by teachers in the foreign language classroom. The project was undertaken by French teachers in Australia. The teachers' aim was to investigate the use of the native language in a context that actively promotes an immersion approach to foreign language teaching (Author/VWL)

Offers immersion classroom data focusing on the use of collaborative tasks related to the content to be learned that draw learners attention to formal properties of French. Such tasks provide both oral practice and lead to more accurate language use. (Author/VWL)

Discusses early and late French immersion programs, their advantages and disadvantages, and considerations of staffing, cost, student motivation, effect on native language skills, and program effectiveness. (CK)

The Ottawa school system conducts French instruction in both immersion and "core" or regular programs. Special features are bilingual grades at the higher level and a bilingual high school. French Immersion programs are evaluated in terms of expense and educational effect. (CK)

The experience of a British Columbia bilingual education program is outlined, with information about number of pupils, program objectives, staffing, teaching materials and cost. The program teaches French in a primarily English-speaking area. (CK)

The speech, half in French and half in English, is an endorsement of the association, an indication of political, social and educational reforms it might influence, a reminder that members of the association, Canadian Parents for French, were present and interested, and an appeal for good public relations. (AMH)

Investigates a Canadian school system's elementary school French immersion program. Surveys and review of curriculum and materials made by parents, teachers, and principals indicate strong support for beginning the program at the primary grade level. Policy recommendations are presented for program planning. (CB)

Outlines a variety of suggestions for classroom activities for second language instruction and immersion. Most activities focus on the use of illustrations or illustrated materials. The descriptions of the activities are in French. (MSE)

Factors influencing the resistance to French immersion instruction in Ontario are discussed, and the change theory approach to program adoption and implementation is favored over the reproduction theory. (MSE)

A survey of the parents of French immersion students and the parents of regular English-language program students in four Winnipeg, Manitoba districts revealed that non-immersion parents generally question the viability of immersion programs, prefer to send their children to neighborhood schools, and have stronger feelings than immersion parents…

Describes the birth of a French immersion program in a Newfoundland primary school, attended by French-speaking, English-speaking, monolingual, and bilingual students. It is designed especially for the French-speaking minority in danger of losing its native language and culture to assimilation processes. (AM)

This bibliography lists articles on bilingual education and elementary level French immersion programs for English-speaking children. (RM)

A study compared grade-three reading skills of two matched samples (n=47) of French immersion students: one group introduced to beginning reading in French and the other in English. Results showed no significant differences between the groups. They imply a need for better understanding of factors affecting bilingual proficiency, proficiency…