French immersion (FI) programs in Canada have historically served predominantly Canadian-born, English-speaking students and families in their endeavour to learn both of the country's official languages, French and English. However, FI programs are becoming increasingly culturally and linguistically diverse as a result of increased global…

The results of an evaluation of a New Brunswick elementary school immersion program show that native speakers of English do not achieve the same proficiency in French language skills as they do in English. This is due to their limited exposure to native French speaking models outside the classroom. (MSE)

A comparison was made of an early French immersion program and an English language elementary program. Major trends resulting from the comparison are summarized. Comments and criticisms are made by three guest analysts. (RM)

Presents the 1979 evaluation of the Peel County (Ontario) late immersion French program, in the context of some current issues in second language education in Canada. These include the comparative effectiveness of early and late immersion, the importance of intense exposure, and total accumulated hours of instruction. (Author/AMH)

A panel discussion of the effect of immersion programs on first and second language learning. Questions are raised regarding the effectiveness of the regular curriculum, results of immersion for majority language and minority or immigrant children, the meaning of linguistic competence and underlying cognitive and intellectual processes. (AMH)

Presents the results of the 1974-75 evaluation of the bilingual education program initiated in 1970 by the Elgin County Board of Education in St. Thomas, Ontario. The study covers grades 2 to 5 and is a follow-up to previous evaluations. (Author/CFM)

The formative evaluation of the curriculum, student attitudes, French achievement, and implementation of an elementary level core French program illustrates the usefulness of classroom observation and points to some general shortcomings in core French program content and teaching strategies. (MSE)

Presents the first report of a three-year evaluation of the impact of French schooling on English-speaking children in Quebec. Focuses on the English language development, French language proficiency, and mathematics achievement of children in the fourth grade. Systematic observations of teaching approaches in the French schools were also carried…

A survey of research on French as a second language (FSL) education in Canada suggests that French immersion (FI) students enjoy significant linguistic, academic, and cognitive benefits. We organize our summary of the advantages of FI around these three themes, comparing students' proficiency in French and English across various FI programs, and…

In Canada, education in French as a second language (FSL) offers students the opportunity to learn a second official language. Is such an opportunity appropriate for allophone students who are still in the process of learning English? This literature review provides a fourfold consideration of the issue. Section 1 examines the political response…

This article is an evaluation of a bilingual program for first in five Edmonton public schools. Half of the instruction was conducted in Ukrainian (Ukrainian oral language arts, social studies, music, art, physical education) and half in English (English language arts, mathematics, science). (CFM)

Two questions are addressed: (1) Should immersion programs be offered to all children, and (2) should the child who is experiencing difficulties in immersion be switched to the regular English program? It is felt that there is no definite answer to the first question at present and that the answer to the second is "yes." (AMH)

The English language writing skills of grade five students in a French immersion program were compared with those of students in the regular program and found to be no different either in overall quality or specific aspects. (Author/MSE)

Trends and issues in immersion programs are discussed, including the rationale behind implementation of immersion programs and attitudinal and academic differences between immersion and non-immersion students. The need for more documentation on the dynamics of the immersion classroom and the need for more cultural experiences are stressed. (MSE)