This literature review looked at core French (programs of French as a second language taught as a subject) as opposed to immersion French in terms of starting grade, instructional time, instructional materials, children could bring bilingual experience to learning French, starting age is less important than sometimes argued. Neither starting age or grade level should outweigh such considerations as the appropriateness of the curriculum, the continuity of the instruction, the availability of appropriate staff, and the provision of suitable and adequate learning materials. While there are several factors that affect instructional time it appears that for a core program intensive periods of instruction should be incorporated to enhance its effectiveness. Instructional materials will have to emphasize continuity, integration and differentiation, and educational quality if programs are to be strengthened and provide the best outcome. With regard to pupils who learn French as a third or fourth language, the literature is reassuring and suggests that providing them with French will be providing them with an opportunity rather than a problem since the minority language children could bring bilingual experience to learning the French language. (Author)