This paper reports on a project examining the relationship between program model, sociolinguistic factors, and linguistic outcomes in a small sample of school languages other than English (LOTE) programs in Victoria. The languages are Chinese, German, Greek and Italian. Issues under consideration include: content-based versus language-object…

The process and issues of labeling language program models is discussed insofar as it may affect the objectives, content, and method of instruction. The first section describes the origins, stated objectives, and implementation of a Neuchatel (Switzerland) school program integrating heritage language and culture into the school curriculum, noting…

It is proposed that as both bilingual education (BE) and English-as-a-Second-Language (ESL) programs continue to define their specific philosophies more clearly, the definitions are beginning to overlap in significant ways. In differing degrees, they are beginning to understand and appreciate the complexity of dual language learning and teaching.…

A specialist conceptualization of French-language teacher education is proposed for Western Canada where French is a minority language. The discussion addresses the philosophical basis for this approach, the three forms of French language schooling, contributions of bilingual educational methods, and program design. (MSE)

A study of effective training programs for community and court interpreters is reported. The characteristics of 25 well-established interpreter training programs in North America, Europe, and Scandinavia were examined, and 6 of these programs were selected for site visits. The purposes were to identify outstanding models of interpreter training,…

A two-way bilingual program, in which limited-English-speaking Hispanic students and English-proficient students provide reciprocal language-learning experiences, was implemented in a Port Chester, New York elementary school. The program's features included a combined second/third grade, two classes (one limited-English-proficient and one…

Two models of content-based second language instruction are compared. The two models, French language immersion and mainstreaming, are illustrated in two case studies that focus on how minority language children fare in kindergarten programs. The first case study is of a native Cantonese-speaking child enrolled in an early French immersion program…

The conceptual framework within which Alberta's elementary school French immersion programs are designed is presented. The first of three main sections outlines the evolution of the concept of language and some second language instructional approaches, including the structural, formalist, functional, and communicative approaches. It also discusses…

The Refugee English Language Training (ELT) Task Force, convened by the California State Department of Social Services, collected and reviewed records of refugee ELT programs statewide, conducted site visits and public input meetings, and reviewed literature concerning adult basic education and refugee literacy education. The study and results are…

An evaluation of Manitoba's French immersion programs at the levels of grades 3, 6, and 9 focused on program effectiveness in teaching listening comprehension and speech skills. The results for grade 9 are presented here. The first section describes the framework of the immersion curriculum and the listening and oral skills targeted in it. The…

The Nanaimo (British Columbia) school district's French immersion program is evaluated. An introductory section gives background on the evaluation, outlines the evaluation process used, and offers brief comments on its outcome. The second section describes the immersion program's history and its current status in terms of enrollment, class size,…

Bilingual immersion programs combine second language immersion for language majority children and bilingual education for language minority children. The programs are based on the underlying assumption of the immersion model: that a second language is best learned as a medium of instruction, not as the object of instruction. However, they are not…

The partial immersion program at Key Elementary School (Arlington, Virginia), where half the day is taught in English and half in Spanish, continued to be successful in its eighth year. Reasons for success include: dedication and in-depth understanding of immersion philosophy among principal, coordinator, teachers, and staff; innovations in both…

A 1994 study investigated foreign language instruction in the elementary schools (FLES) in Austin, Texas. Data were drawn from telephone interviews with school personnel, from documents and records at the state department of education, and from visits to schools offering FLES instruction. The report presents information on the seven school…

The partial immersion program at Key Elementary School (Arlington, Virginia), where half the day is taught in English and half in Spanish, continued to be successful in its ninth year. Reasons for success include: dedication and in-depth understanding of immersion philosophy among principal, coordinator, teachers, and staff; innovations in both…