French immersion teacher training should have its own structure, philosophy, and criteria, and should not be confused with or diluted by other types of teacher training. At Simon Fraser University, French immersion teachers spend twelve months specializing in immersion, with six months spent in classroom practice. (MSE)

A specialist conceptualization of French-language teacher education is proposed for Western Canada where French is a minority language. The discussion addresses the philosophical basis for this approach, the three forms of French language schooling, contributions of bilingual educational methods, and program design. (MSE)

Training for ESL teachers should include linguistic training and application skills, cultural appreciation, second language teaching competencies, and the abilities to design and evaluate curriculum and to select or develop tests. Teacher specialization opportunities, support services, professional development, and the links between research and…

Laments the minimal role played by university language departments in the evolution of the study of language and language instruction that has occurred during the past decades. Briefly analyzes this anomaly and outlines some current international trends which stress a need for considerable changes in the role performed by the universities.…

An interview with Wilga Rivers focuses on advances in language teaching over the last 50 years, changing student needs and teaching methods, the differential success of teaching methods, program design, student immersion, teacher training, and technological advancement in relation to language teaching. (MSE)

Concerns and trends in immersion instruction are identified and recommendations for the future are presented. Issues include language teacher education and qualifications; administrator role; accountability; junior, kindergarten, and special education; methods for encouraging nativelike language; and the definition of immersion. (Author/MSE)

Proposed changes of the Canadian National Core French Study are discussed that focus on the concept of a multidimensional curriculum based on a communicative approach to language learning. Implications are considered. (Contains 11 references.) (LB)

Important features of practicums for teachers of elementary school language immersion programs include: mentoring and peer coaching; guidance in self-analysis, observation, and reflection on teaching practices; and experience with realities of immersion. A period of induction beyond the practicum is also recommended. (19 references) (MSE)

The need for qualified teachers of French as a second language and ways of renewing teacher education programs to meet the need are discussed. Preservice and inservice teacher education are considered. (27 references) (Author/MSE)

Existing empirical research on core French instruction is reviewed, and research directions are proposed in four areas: program design, program objectives and outcomes, curriculum issues, and teacher education. Experimentation with alternative instructional designs for delivery of core French is seen as a high priority. (84 references) (Author/MSE)