Details the results of four tests comparing the French and English achievement of francophone, anglophone, and mixed subpopulations of fifth-grade students in Edmonton Catholic School System French immersion programs. Discusses the behavioral, cognitive, and academic correlates of language competence of the three subgroups. (SB)

Reflects on the achievement in math and science of Australian students in an immersion French program. The immersion math students outperformed mainstream students at a level not significantly different, and by the end of the first year, the science students performed as well as their mainstream counterparts, indicating that immersion students…

Reports a study of Japanese students learning English in Japan. Supports the notion that the necessity to communicate forces learners to notice linguistic problems, and that noticing a problem can push learners to modify their original input. Through this cognitive process, learners acquire second languages, especially the ability to produce oral…

Extends the research on academic outcomes of second-language immersion schooling by comparing children's early experiences in and understanding of regular and French-immersion kindergartners through script analysis. Sixty-four female and 56 male kindergarten children were asked to tell about kindergarten from the time they got to school until the…

Provides observations from a study of an attempt to introduce Indonesian in an Australian high school. Data collection was done through interviews and classroom observations. Classroom test results were used to compare achievement in subject content and language learning. Findings are discussed. (Author/VWL)

Through interviews and direct observation, examined how 120 Toronto (Ontario) children understand and experience kindergarten in ten English first-language (L1) and ten French immersion second-language (L2) classes. Results indicate the similarities between the groups were greater than the differences, contradicting suggestions that L2 immersion…

Results of a National Research Council review of two major bilingual education studies are presented. The two studies were a national longitudinal study of the effectiveness of instruction of limited-English-proficient students and a study comparing three bilingual education program types (immersion, early exit, and late exit). The report contains…

Four classroom activities useful for language immersion instruction are described and specific applications and extensions are noted. All are best used to teach content and language at the same time. The first, entitled "Think-Pair-Share," is a cooperative learning technique that increases student participation in classroom experiences and…

Two groups of grade 12 French immersion students in Ottawa and Carleton, Ontario, one having been in immersion French since at least grade 4 and one having started in grade 6 or 7, were administered three tests of French proficiency in a study of the groups' comparative language achievement. Scores sufficiently high to excuse the students from the…

The York Region Board of Education in Ontario, Canada, screens students for giftedness in grade 3. This report analyzes data produced in the 1986-87 screening procedure, involving approximately 3,400 students. The report begins with a review of procedural changes that were designed to make the screening more effective and efficient than earlier…

A study was carried out to assess the French language proficiency of students enrolled in two different programs at the kindergarten level in Montreal: an early immersion program and a "class d'accueil" program. Three groups of students were tested: (1) an early immersion class; (2) a "classe d'accueil," or class for immigrant…

Seventy-four grade 8 pupils in Hong Kong were randomly assigned to an experimental class, with English as the language of instruction, and to a control class, with Chinese as the language of instruction. Pupils in the immersion program were not hindered in academic achievement but did not improve second-language proficiency. (JHZ)

This paper argues in favor of dual language programs over typical bilingual education programs because in the dual language program the minority language has a status equal to the majority language. Through the use of the language experience approach, this study examines the role of elicited response from a small sample of English and Spanish…

Reports on a study that monitored and corrected the writing of bilingual Fransaskois students and immersion graduates in the same class. The study's objectives were to determine whether francophones and anglophones made similar or different mistakes and whether the two groups could be taught together without prejudice. Both groups made similar…

The purpose of this study was to analyze the effects of a two-way immersion elementary school program on academic achievement at the end of the elementary school and the end of the first year of junior high school. Longitudinal high stakes test data in reading, writing, and mathematics were collected on native English speakers and native Spanish…