Presents a theory that all developing and developed bilinguals have a preferred and a second language (L2) and that the bilingual increases L2 competence through fluctuating activity between bilingual preferred L2 medium-oriented communication and monolingual L2 message-oriented communication. Discusses implications of the theory for language…

Considers various factors relating to the failure of recent Canadian graduates of French immersion programs to make substantial use of French immediately following their schooling. The article presents some case studies of adult Canadians engaged in maintaining or improving their French skills. (29 references) (Author/CK)

Considers the pedagogical validity of English immersion education in Vanuatu and the Solomon Islands, Melanesian countries of the South Pacific. Questions the appropriateness of implementing a policy of English language immersion education in a postcolonial, multilingual Third World context where support for first language maintenance and second…

Analyzes how Canadian immersion education has developed from its origins to the present in terms of a cycle guided by the interplay between theory and classroom practice of second- language acquisition. Johnson responds by questioning the extent to which bilingual education theory and practices are universal or context specific. (38 references)…