French immersion programs were initiated in Ontario and Quebec 20 years ago in the search for more effective second language instruction methods, and by September 1975 had spread to all Canadian provinces. The emphasis is on communication, with subject matter taught in French. The programs have been very effective, resulting in successful second-language learning, maintenance and improvement of native language skills, and consistent academic achievement. Canadian immersion education has some unique characteristics: it enrolls native English-speakers and not French-speakers; teachers are bilingual; and it is available to, but not required of, all English-speaking children. Several program design options are common: early or late, and total or partial immersion. Finland, also a bilingual country, shares some characteristics with Canada, but while early partial immersion is possible in Finland, early total immersion is not feasible. Late immersion could pose serious administrative problems in Finland, where there are often several language groups, and beginning large-scale content instruction in a foreign language at the upper levels would be problematic; some content courses however could be taught in the second language. A few carefully-planned experimental programs in specific bilingual communities in Finland could be developed, but broad-based adaptation of the Canadian model is unlikely at present. (MSE)