ERIC Number: ED125242
Record Type: RIE
Publication Date: 1975-Jan
Reference Count: 0
The Effects of French Immersion Programs on Children with Language Disabilities. A Preliminary REport. Working Papers on Bilingualism, No. 5.
Bruck, Maggie; And Others
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 school achievement is adequate; and they can understand as well as communicate in their second language with some facility. Furthermore, their first language acquisition does not appear to have been retarded by this educational experience. This report is considered preliminary due to the small number of children studied. But it is hoped that in several years the size of the experimental group will have increased enough to warrant drawing more general conclusions than is presently possible. (Author/AM)
Descriptors: Academic Achievement, Bilingual Education, Bilingualism, Child Language, Cognitive Development, French, Immersion Programs, Language Acquisition, Language Handicaps, Language Instruction, Language of Instruction, Language Programs, Learning Disabilities, Learning Problems, Primary Education, Reading Difficulty, Second Language Learning
Bilingual Education Project, the Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6 (as long as supply lasts)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Ontario Inst. for Studies in Education, Toronto. Bilingual Education Project.
Note: For related documents, see FL 006 687-688