Emphasizes the importance of such language program evaluation aspects as cultural preservation, funding, and language revitalization through a case example of a Canadian program teaching Saskatchewan Indian languages. (CB)

Analyzes the social and educational objectives for teaching English as a second language in Quebec schools. Further research is needed about appropriate teaching methods and appropriate ages for beginning instruction. The sociopolitical context of Quebec must be considered to assign highest priority to developing students' native languages. (CB)

Supports the theory of language policy formulation in a "conflict" paradigm (involving value, resources, and power) with a case example of the development of Ontario's Native language policy. Research and theory were applied to policy formulation when there was significant consensus regarding both societal and educational goals. (CB)

Discusses the relationship between research, theory, and policy in language policy formulation in the context of a "conflict" paradigm. In bilingual programs in the United States and Canada, the sociological context of the debate plays a major role in determining the choice of issues to investigate. (CB)