Presents the findings of an evaluation of a double immersion program in Hebrew and French undertaken by two English-speaking Hebrew day schools. (Author/RM)

This is a report of the findings of a longitudinal study of the immersion program in one school district through the primary grades, and a description of the British Columbia French Study, an evaluation of elementary French programs in the province. Discussion includes grade level and staffing questions. (AMH)

A description of an immersion program for 6-year-old anglophone children modeled on "les classes d'accueil" for immigrant children. The program of intensive instruction in oral and written French is outlined. This school district has found this type of immersion superior to the usual kind. (The text is in French.) (AMH)

The results of an evaluation of a New Brunswick elementary school immersion program show that native speakers of English do not achieve the same proficiency in French language skills as they do in English. This is due to their limited exposure to native French speaking models outside the classroom. (MSE)

A bibliography of tests designed for both English and French second language programs in Canada gives bibliographical details, specifies the target audience (core French, French immersion, French native language), describes the test structure and content, and provides a target-audience index and directory of distributors. (MSE)

An annotated bibliography of 22 tests designed for core French, French immersion, and native French speaking students includes information on intended test population, levels, test types, test construction, use history and statistics, and source. An index and directory of distributors are included. (MSE)

As part of a quiet revolution, language immersion has been important in establishing confidence in the creation of bilingualism through education. The momentum of this movement can be maintained through improvements in French immersion, core French, emphasis on minority and foreign languages, and a new approach to university language curriculum.…

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)