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)

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 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…

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)

Debates the merits of the claim that "symbolic technologies push cognitive growth earlier and longer." The results of an assessment are presented that involved three adult male peasants (two literate, one nonliterate) living in rural China and their ability to recall the text of "The Lonesome Opossum." (25 references) (GLR)

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

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…