Results of studies by four research teams on French as a second language in Ontario are presented along with commentaries. Merrill Swain and Sharon Lapkin's findings from the study "Bilingual Education in Ontario: A Decade of Research" are reported, and Michael Canale's discussion of the purposes and theoretical framework development of the Ontario Assessment Pool for French as a Second Language project, as well as material from his "Communicative Approaches to Second Language Teaching and Testing" are presented. Frances Morrison's discussion of French proficiency and general progress among students in early-entry and late-entry immersion programs over a period of years, and Ronald Trites' account of research with learning-disabled children in primary French immersion programs and test development for prediction of success in immersion programs are also included. Francoise Howard's commentary on the first two presentations and Pierre Calve's commentary on the last two follow the text. (MSE)