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)

The scholastic effects of participation in three types of French immersion programs (early, late, and partial) are examined in terms of the students' English language skills; the students' general academic achievement; and the development of functional competence in French. (JMF)

A comparison was made of an early French immersion program and an English language elementary program. Major trends resulting from the comparison are summarized. Comments and criticisms are made by three guest analysts. (RM)

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…

A panel discussion of the effect of immersion programs on first and second language learning. Questions are raised regarding the effectiveness of the regular curriculum, results of immersion for majority language and minority or immigrant children, the meaning of linguistic competence and underlying cognitive and intellectual processes. (AMH)

In 1973-75, as a result of federal grants, the four major boards of education in Ontario experimented with different approaches to the teaching of French, and an evaluation of the experimental programs was also undertaken. The present report is an overview and evaluation of the entire research effort. Three approaches to French instruction have…

This research compared alternative school programs for French language learning. Student achievement was focused on, and data concerned French language arts (including attitudes), mathematics, English language arts, environmental science, social studies, geography, and history. Research was carried out during the 1973/74 and 74/75 academic years,…

This research concerns the French immersion program and the program of 60 minutes of French instruction daily introduced by the Ottawa Roman Catholic Separate School Board at the first grade level. A longitudinal evaluation of the effects of these programs compares language proficiency, linguistic development, social maturity, academic…

This report consists of an evaluation of four experimental French programs (1973-74) and the federally-funded extensions of these programs (1974-75) in the schools of the Carleton, Ontario, Roman Catholic Separate School Board. Part 1 provides a review of literature relevant to immersion, intensive and enriched language programs, and the…

This final report summarizes the research carried out between September 1971 and August 31, 1972, on the second language programs (French), of the English schools of the Ottawa Roman Catholic Separate School Board. Eight immersion classes and forty-seven classes receiving 75 minutes of French daily at the first grade level, and five immersion…

This preliminary report describes an ongoing investigation begun in September 1970 of how Anglophone children with language-learning disabilities fare in French immersion programs. Their progress has been followed from Kindergarten to Grade 3, with positive preliminary results. The children have learned to read in both English and French; their…

This is the fourth report of the evaluation of the French-Hebrew immersion programs at the Hebrew Foundation School and the Solomon Schecter Academy in Montreal. Students in the study were those who had started in the project in kindergarten and grade 1, and, at the time of the fourth evaluation, were in grades 3 and 5 respectively. Two pilot…

This report describes an evaluation of the effects of the early and grade 7 immersion programs on the English and French language skills of students at the end of grade 7 in Montreal. Tests of English language skills were administered to early immersion, grade 7 immersion, and English control students. Tests of French language skills were…

Despite limited research due to lack of funding and inadequate program evaluations, enough evidence has accumulated to indicate that quality bilingual programs can meet the goal of providing equal educational opportunity for students from non-English speaking backgrounds. A review of existing research supports this statement. In almost all cases,…