The implications of the new Canadian Charter of Rights and Freedoms for developing second language programs in Edmonton, Alberta, are explored. Immersion programs and ethnic survival programs are examined in depth. (BS)

Discusses the reported patterns of address of first language and second language Welsh-speaking children. Concludes that it's possible that by adjusting their speech to accommodate the interlanguage of the L2 speakers, the L1 speakers lessen the need for the L2 speakers to go beyond a certain level of competence. (SED)

Research is presented in support of the theory that early French immersion of English-speaking children leads to bilingualism. The evidence is limited to children through the end of grade four. Comments and criticisms are made by three guest analysts. (RM)

A report is made of an investigation regarding the type of learning disabilities found in children who fail or do poorly in primary French immersion programs. Comments and criticisms are made by three guest analysts. (RM)

What do parents, administrators, teachers and trustees really think about immersion programs? (Editor)

Proving that project work can be done with young children who are schooled in a full-immersion program in a second language, this article describes a study of bones undertaken by 5-year-old children in a bilingual school in Mexico City. The article discusses the process and shows the results achieved by the children during the three phases of the…

This teacher's guide is intended for the instruction of both French as a first language and French as a second language in an immersion setting. It provides a host of strategies for teaching listening skills in the classroom in Grades 6 through 12. The first section is designed to bring the teacher's awareness to the training procedure. It…

This study validated the Student Oral Proficiency Assessment (SOPA), an oral proficiency instrument designed for students in elementary foreign language programs. Elementary students who were tested with the SOPA were also administered other instruments designed to measure proficiency. These instruments included the Stanford Foreign Language Oral…

Education policies of the European Commission and the Council of Europe stress the importance of cultural and language diversity. A white book by the European Commission on education and training recommends that every European citizen be able to communicate in at least 3 of the 12 officially recognized languages of the European Union by the end of…

Two frequently made claims about French immersion programs in Canada are analyzed: (1) the planning and implementation of such programs is adequate as practiced to satisfy participants within the program; and (2) resulting improvements in French learning are likely to achieve federal policymakers' goals of ameliorating animosities between…

There is more to French immersion programs in Canada than social class analysis. Program success is determined not by social class per se, but by use of appropriate strategies, staff, resources, and curriculum implementation. (CJ)

Describes the remarkable expansion of French immersion programs in Canada during the last fifteen years, stating that this "quiet revolution" of bilingualism among English-speaking Canadians has occurred in spite of various administrative, financial, pedagogical, and sociopolitical problems. Emphasizes that improvement is still needed in…

Proposes a model of immersion strategy based on an emphasis on communication and on the use of a great variety of teaching techniques. (AM)

Describes an investigation of individual differences in French language achievement in a group of first-grade anglophone students attending a total early immersion program. Discusses factors used to predict achievement in French language arts, listening comprehension, and oral production, and analyzes significant correlations. (Author/MES)

The scholastic effects of participation in three types of French immersion programs (early, late, and partial) are examined in terms of the students' English language skills; the students' general academic achievement; and the development of functional competence in French. (JMF)