PDF pending restoration
ERIC Number: ED407833
Record Type: Non-Journal
Publication Date: 1993
Pages: 233
Abstractor: N/A
ISBN: ISBN-2-7617-1047-9
ISSN: N/A
EISSN: N/A
Le Point sur L'immersion au Canada (The Argument for...Immersion in Canada).
Rebuffot, Jacques
A discussion of French immersion education in Canada begins with a general examination of language immersion, including the historical context and social climate from which the immersion approach has grown in Canada, its beginnings in Quebec and spread throughout Canada, and the status of the approach in the United States, a number of European countries, Australia, and Nigeria. The second part of the overview focuses on the Canadian experience, looking at: the characteristics and structure of immersion programs; theoretical considerations; research on French language achievement in immersion programs, both early- and late-entry; the effects of immersion on English language development and subject area-knowledge; effects of immersion on children with learning problems or who are disadvantaged; social and psychological effects of immersion; problems encountered in implementation of immersion in Canada, including sociopolitical issues and resistance; and revisions, redefinitions, and changes in direction. The concluding part looks at the future of immersion in Canada. Contains 234 references. (MSE)
Descriptors: Age Differences, Comparative Education, Cultural Context, Educational Benefits, Educational History, Educational Research, English (Second Language), Foreign Countries, French, Global Approach, Immersion Programs, Instructional Effectiveness, Language Acquisition, Language Research, Learning Theories, Political Influences, Second Language Instruction, Second Language Programs, Teaching Methods
Publication Type: Books; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: French
Sponsor: N/A
Authoring Institution: Centre Educatif et Culturel, Inc., Anjou (Quebec).
Identifiers - Location: Australia; Canada; Nigeria; United States
Grant or Contract Numbers: N/A