A program of partial (half-day) French immersion in the Cincinnati Public Schools was evaluated in the kindergarten year. The English and French language development of participating native English-speaking children from both working class and middle class backgrounds was assessed. The results indicated that (1) the pupils who spent half of their academic time in a foreign language progressed just as well in English as carefully matched control pupils who followed a conventional all-English program, and (2) socioeconomically disadvantaged children, both black and white, benefited as much as pupils from middle class homes from an immersion-type introduction to a foreign language. The degree of progress made in French was not linked to the social class background of the pupils, even though this background factor clearly affected the students' performance on the English language tests. These results suggest that the immersion experience may help to diminish the effects of social class background. A 13-item reference list is included. Seven statistical tables are appended. (Author/MSE)