ERIC Number: ED402778
Record Type: Non-Journal
Publication Date: 1996-Nov
Reference Count: N/A
Comparative Outcomes and Impacts of Early, Middle and Late Entry French Immersion Options: Review of Recent Research and Annotated Bibliography.
Ottawa Board of Education (Ontario).
The report reviews current research findings related to the three entry points (early, middle, late) for French immersion programs in Ottawa (Ontario) elementary and secondary schools. It consists of: an executive summary and brief overview; an annotated bibliography covering authoritative immersion research reviews and reports published since 1987; a list of 82 references either cited or consulted for the report; and appended data tables showing French enrollment trends for the Carleton (1978-94) and Ottawa (1970-96) Boards of Education. The annotated bibliography is divided into five sections: (1) research overviews comparing three French immersion programs (9 citations); (2) empirical studies comparing three French immersion programs (24 citations); (3) empirical studies of alternative intensive French second language programs (3 citations); (4) other documents, including provisional policy statements and internal school board reports (6 citations); and (5) recent bibliographies of immersion and bilingual education research (5 citations). (MSE)
Descriptors: Age Differences, Annotated Bibliographies, Bilingual Education, Comparative Analysis, Educational Policy, Educational Research, Elementary Secondary Education, Foreign Countries, French, Immersion Programs, Literature Reviews, Program Design, Program Effectiveness, Public Policy, Research Methodology, Research Projects, Second Language Instruction, Second Language Learning, Second Language Programs, Time Factors (Learning)
Publication Type: Information Analyses; Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: Ottawa Board of Education (Ontario).
Identifiers - Location: Canada; Canada (Ottawa)