A detailed analysis of errors in French composition of French-speaking secondary school students in Ontario. A general conclusion is that these students do not possess a mastery of formal written French. It is hoped that the analysis will help teachers of minority Francophones elsewhere. (Text is in French.) (AMH)

A discussion of the crisis in foreign language methodology and a short evaluation of methods employed at present. The pivotal position of the language teacher in choosing a combination of methods to respond to student needs and the importance of foreign languages in education are discussed. (Text is in French.) (AMH)

A comparison was made of an early French immersion program and an English language elementary program. Major trends resulting from the comparison are summarized. Comments and criticisms are made by three guest analysts. (RM)

A summary is given of two years of school system research comparing the effectiveness and costs of the immersion, "extended" and "core" approaches to teaching French as a second language. This research took place in two Ontario boards of education. Comments and criticisms are made by three guest analysts. (Author/RM)

A research colloquium was held by the Ontario Ministry of Education in April 1976 on the subject of alternative programs for teaching French as a second language. A summary is given of discussion during which the audience was invited to question a panel of researchers, guest analysts and school officials. (RM)

A research colloquium entitled "Alternative programs for teaching French as a second language in the schools of the Carleton and Ottawa School Boards" was held by the Ontario Ministry of Education in April 1976. The purpose, background, and program of the colloquium are described. (RM)

Experimental language programs in Ottawa and Carleton schools investigating alternatives for teaching French as a second language were the subject of a research colloquium in April 1976. Comments on the programs are given by a panel of school board officials and coordinators of second language departments. (RM)

Findings and conclusions of three studies are reported: (1) comparison of two variations of a French core program, (2) an enrichment program attempting to change attitudes, and (3) a comparison between an immersion program and an intensive program. Three guest analysts comment and criticize. (Author/RM)

An overview and synthesis is given of a number of studies concerned with different aspects of a major research project related to French programs in Carleton and Ottawa schools. Comments and criticisms are made by three guest analysts. (RM)

Research is presented in support of the theory that early French immersion of English-speaking children leads to bilingualism. The evidence is limited to children through the end of grade four. Comments and criticisms are made by three guest analysts. (RM)

A report is made of an investigation regarding the type of learning disabilities found in children who fail or do poorly in primary French immersion programs. Comments and criticisms are made by three guest analysts. (RM)

Discusses the use of song as a language-learning medium. Particular reference is made to the use of folk songs in teaching French. (AM)

Details of arrangements, staff and program of two high school summer immersion French courses in Switzerland and France are presented. Suggestions are made for improvements. Students showed a remarkable increase in comprehension, vocabulary, and confidence in speaking French; attitudes were positive, students became more responsible and mature.…

This bibliography deals with readers suitable for students who began studying French in Grade Six. Books are divided into four categories according to level of difficulty for Grades 6-8 and teacher reference or reading center. A brief annotation accompanies each citation. (CHK)

A secondary school French immersion program in Montreal is discussed. A research and testing program to evaluate student performance is described. Results show a significant increase in French skills over regular language programs, no decrease in English skills, and no decrease in general academic achievement. (CHK)