In Canada, education in French as a second language (FSL) offers students the opportunity to learn a second official language. Is such an opportunity appropriate for allophone students who are still in the process of learning English? This literature review provides a fourfold consideration of the issue. Section 1 examines the political response…

An examination of "de facto" and "de jure" bilingualism in Canadian universities looks at the phenomenon of French immersion programs, discusses the steps universities can take to prepare for bilingual college students, and uses the case of Franco-Ontarians to demonstrate the importance of developing individual rather than…

A synthesis of research on the Franco-Ontarian school environment focuses on the maintenance of French by Franco-Ontarian students, their French language proficiency, and their native language instruction. The relevance of these issues in other French language minority settings is discussed. (MSE)

Considers the implications of research on intentional learning processes for the role of the second language teacher. It is recommended that teachers take on the task of helping their students refine their competence as learners. Techniques for classroom practice are suggested. (MSE)

The relationship between the teaching of grammar and the acquisition of communicative competence is examined, and it is concluded that, contrary to some arguments, there is a definite correlation between grammatical accuracy and efficient communication. (MSE)

Spontaneous movements in second language instruction are contrasted with instructional projects designed to address specific issues or problems. Canada's proposed National Core French Study is discussed in this context. (MSE)

Directions in second-language curriculum development in Australia are discussed in the context of three contemporary educational value systems or ideologies: classical humanism, reconstructionism, and progressivism. (MSE)

A core of courses is proposed for the training of French teachers and for the development of postgraduate studies in bilingual education: the nature of language, theories of language acquisition, and effective teaching methods. Collaborative research involving practitioners, researchers, and students will be increasingly important.(MSE)

Reviews current trends in French language teaching methodology, and demonstrates how psychology and sociology have influenced the trend away from methods based on linguistic theory. (AM)

An overview of empirical research conducted in Canada's core French language programs addresses eight major areas: (1) program characteristics and outcomes, (2) program supplements, (3) student characteristics, (4) enrollment influences, (5) teacher characteristics, (6) public opinion, (7) program implementation and administration, and (8)…

Reviews literature from 1968-86 on enrichment strategies for gifted children in the primary grades. A variety of questions concerning primary school gifted children in French immersion classes are discussed and implications for teachers are summarized. (35 references) (Author/MSE)

Examines second-language vocabulary knowledge and acquisition by reviewing research on levels of lexical proficiency and on qualitative differences in the oral and written communication of French immersion students as compared to that of their francophone peers. Argues for improved vocabulary instruction in immersion programs. (MDM)

Contributions of the field of cognitive psychology to second language instruction are reviewed. It is proposed that these concepts can contribute not only to classroom language instruction, but also to methodology of language teacher education. (MSE)

Ways are outlined to help students read their textbooks and do homework exercises effectively, know when they really understand the material, pinpoint what they do not understand, and know when they need help. Suggestions are offered for incorporating student training and practice in study strategies. A sample worksheet is appended. (25…

A review of 11 research studies on the impact of split of multigrade classes, particularly elementary core French programs, is presented. Recurring themes include teachers' perceptions that multigrade classes negatively affect their ability to provide quality core French programing and the need for research to examine areas of student achievement…