The fact that early immersion in a second language has led to bilingualism and academic success among majority language children has been used as an argument against mother tongue instruction for minority language children. However, for minority language children, immersion in a second language has often led to language loss and academic failure. The generalization that first language education can be bypassed is invalid. The sequencing of the languages of instruction is important in the development of bilingual proficiency. Determination of the appropriate sequencing of the languages of instruction in a bilingual education programs depends on several factors external to the school. The Canadian French immersion programs and programs in minority language settings are compared. Based on a theoretical framework of language proficiency, it is concluded that early education in the first language, whether for majority or minority language children, provides a solid basis for academic progress in a second language. However, the second language should be introduced early for majority language children and later for minority children. (RW)