In Canada, education in French as a second language (FSL) offers students the opportunity to learn a second official language. Is such an opportunity appropriate for allophone students who are still in the process of learning English? This literature review provides a fourfold consideration of the issue. Section 1 examines the political response…

Represents a comparative analysis of the instructional policies for heritage language programs in Ontario and Quebec. It is concluded that the differences in the programs reflect a distinct difference between the two provinces with relation to interethnic relations. (VWL)

A review of the literature concerning second language program evaluation looks at definitions of program evaluation, approaches taken to it, and the purposes that evaluation has fulfilled. Use of program evaluation to educate those working in or with second-language programs is recommended. (MSE)

Proposed and existing models of research and professional development through which language faculty can participate in the reward structure are surveyed and evaluated for their applicability to the small multilingual, primarily baccalaureate department. All existing models are found to be burdened by political drawbacks, and a new model is…

Spontaneous movements in second language instruction are contrasted with instructional projects designed to address specific issues or problems. Canada's proposed National Core French Study is discussed in this context. (MSE)

Examines second-language vocabulary knowledge and acquisition by reviewing research on levels of lexical proficiency and on qualitative differences in the oral and written communication of French immersion students as compared to that of their francophone peers. Argues for improved vocabulary instruction in immersion programs. (MDM)

Reviews available research on the effects of school-sponsored ethnic language programs on students' attitudes toward the ethnic language, their own ethnic group, and themselves. Studies indicate a generally positive effect of programs on attitudes, including attitudes toward speakers of other languages and other ethnic groups. Discusses findings…

Existing empirical research on core French instruction is reviewed, and research directions are proposed in four areas: program design, program objectives and outcomes, curriculum issues, and teacher education. Experimentation with alternative instructional designs for delivery of core French is seen as a high priority. (84 references) (Author/MSE)

An overview of empirical research conducted in Canada's core French language programs addresses eight major areas: (1) program characteristics and outcomes, (2) program supplements, (3) student characteristics, (4) enrollment influences, (5) teacher characteristics, (6) public opinion, (7) program implementation and administration, and (8)…