Proposes theory that the learning processes of first- and second-language learners are fundamentally the same, differing only in kinds of information used by both kinds of learners and the degree of automatization attained. Suggests designing second-language learning processes to simulate those occurring in natural settings. (Author/BK)

This article describes the way in which the curriculum for intensive French was developed. Reference is made to its similarities to and differences from both the multidimensional curriculum proposed by the National Core French Study and the communicative approach. The importance of learning outcomes stated in terms of communicative outcomes…

Reports on a study which sought to identify and examine the effects of certain learning strategies--practice, monitoring, and inferencing--on second language learning. (AM)

A discussion of a project in Quebec in which language disabled children are not switched out of immersion programs but are provided with remedial instruction within these programs. The students develop facility in their first language, learn basic skills, exhibit no exceptional behavioral problems and acquire competency in French. (AMH)

A discussion of the effect of an immersion program on the majority language child. Research is reviewed on the "threshold hypothesis" and "the developmental interdependence hypothesis." Recent studies of the cognitive and academic effects of bilingualism are critically examined in the light of these hypotheses. A bibliography…

Clarifies the teaching of academic language functions (ALFs) at the secondary level. It is recommended that teaching should emphasize concepts underlyng ALFs, the forms for realizing them, and their names. Some pedagogic implications of the microfunction-macrofunction difference are outlined, and suggestions are given for teaching each type. (25…

Shows that the complexity level of metaphor interpretation in English is related much more strongly to age and developmental mental capacity than it is to proficiency in English. It is argued that exposure to relevant metaphors can help the second language learner to understand underlying concepts of the target culture. (53 references) (Author/CK)

Proposes the use of an analysis of synonyms as a method for contributing to the development of cognitive skills in culturally deprived children. (AM)

Two questions are addressed: (1) Should immersion programs be offered to all children, and (2) should the child who is experiencing difficulties in immersion be switched to the regular English program? It is felt that there is no definite answer to the first question at present and that the answer to the second is "yes." (AMH)

A review of the research indicating that bilingual children enjoy a definite advantage in the domain of cognitive flexibility. Further, there is no basis for the belief that becoming bilingual or bicultural necessarily means a loss of identity. Application of the studies to ethnolinguistic minority groups is discussed. (AMH)