ERIC Number: ED233595
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
Does a Late Immersion Program Make a Difference to the Graduates? Research Report 82-09.
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 entered a bilingual program in grades 7-9. A large portion of the respondents had gone on to take enough credits to gain Ottawa's Honors Bilingual Diploma, planned to take further instruction in French at some point, felt that they could cope confidently with the receptive use of French, and believed they could also write and speak with facility. Respondents also felt that the bilingual program had many positive features, most notably its French literature component. Other well-liked features were the high quality of the teachers, the grammar courses, and the field trips. The three most common suggestions for program inprovement related to wider course selection, better teachers, and more emphasis on oral practice. About 50 percent of the group felt that kindergarten or grade 1 was the optimal time for starting an immersion or bilingual program. While students noted that program participation required isolation from the main stream of school activities, many lasting friendships were formed among participants. (RW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Ontario Dept. of Education, Toronto.
Authoring Institution: Ottawa Board of Education (Ontario). Research Centre.
Identifiers: Ontario (Ottawa)
Note: Paper presented at the Annual Conference of the Ontario Educational Research Council (December 1982).