This handbook is designed to help Alberta (Canada) elementary school administrators facilitate efficient and successful experiences for French immersion students receiving formal English language instruction for the first time. In question-and-answer format, it discusses briefly the following issues: what administrators need to know about students making the transition from French-only instruction to language learning instruction in both languages; why formal English instruction is introduced in the second or third year of schooling; how language arts in the two languages work together; what the teacher needs to know for a successful transition; which learning resources are appropriate; how English instruction is best scheduled in the class timetable; reasonable language learning expectations for transition-year students; helping the students experiencing difficulties in English; accommodating students with other kinds of special needs; providing support to the transition-year teacher; appropriate testing; expectations for classroom communication and activity; dealing with phonic confusions and invented spelling; and providing information to parents. Samples of 3 grade 3 children's writing, at the beginning of the transition year and 10 weeks later, are also presented, with comments on specific areas of progress in English composition. (MSE)