This is an updated and revised edition of the directory produced in 1992, and the supplements of 1993 and 1994, on two-way bilingual programs that integrate language minority and language majority students, providing instruction in and through the two languages in Grades pre-K-12. Languages involved include Arabic, Cantonese, Chinese, French,…

In two-way bilingual education programs (TBPs), students learn together through two languages in programs that aim to develop dual language proficiency along with academic achievement. In Christian and Mahrer (1992, 1993), profiles were completed for TBPs in operation during the 1991-1992 and 1992-1993 academic years. This supplement, an annual…

Attitudes toward French language programs and future language plans were surveyed in a sample of students who had participated in Ottawa school district bilingual programs. A total of 178 completed questionnaires were returned by students who had registered in grade 12 French language classes in 1978 to 1980. The majority of the students had…

Presents the findings of an evaluation of a double immersion program in Hebrew and French undertaken by two English-speaking Hebrew day schools. (Author/RM)

This is a report of the findings of a longitudinal study of the immersion program in one school district through the primary grades, and a description of the British Columbia French Study, an evaluation of elementary French programs in the province. Discussion includes grade level and staffing questions. (AMH)

A description of three immersion programs: the Coquitlan late immersion study, a summer late immersion program for secondary school students and the summer Language Bursary Program for university students. The objectives, methodology, data and procedures for each study are described. The summer programs are yet to be evaluated. (AMH)

An outline of the formation, first year of growth and objectives of the association. The "raison d'etre" of the association is given: exchange of ideas, availability of research, exchange among teachers and students, discussion of administrative problems, and avoidance of duplication of effort. (Text is in French.) (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)

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 brief discussion of the history, organization, program, advantages and effectiveness of immersion centers, schools offering only the immersion program, in Canada. Some of the small amount of existing research is reviewed. Although there are no definitive conclusions, it is suggested that such centers may offer a better educational program than…

These total immersion classes have been offered to immigrants since 1969. The linguistic, psychological and pedagogical objectives, the division into three sections to meet all needs, and the instructional organization and methodology are outlined. (Text is in French.) (AMH)

A presentation of a study and evaluation of a late-immersion French program in British Columbia. Grade Ten students took one semenster in which French was the only language of instruction. Proficiency of these students increased significantly. The findings, along with previous research, suggest that late immersion is a feasible option. (AMH)

Examines three Nordic bilingual programs: (1) immersion, where majority children with a high status mother tongue learn a second language; (2) submersion, where minority children with a low status mother tongue are forced to learn the majority language; and (3) language shelter, where minority children learn the majority language as a second…

Discusses results of comparison of immersion and minority language programs. By promoting use of the mother tongue inside and outside of school, providing literacy experiences for children who may not have had them, and using culturally relevant teaching approaches and materials, schools can make education a worthwhile experience for members of…

Details of arrangements, staff and program of two high school summer immersion French courses in Switzerland and France are presented. Suggestions are made for improvements. Students showed a remarkable increase in comprehension, vocabulary, and confidence in speaking French; attitudes were positive, students became more responsible and mature.…