French immersion (FI) programs in Canada have historically served predominantly Canadian-born, English-speaking students and families in their endeavour to learn both of the country's official languages, French and English. However, FI programs are becoming increasingly culturally and linguistically diverse as a result of increased global…

Describes and evaluates French immersion programs in New Brunswick, covering grades 1-12. (CK)

A study indicates that students in French immersion programs in Canadian schools achieve superior progress in French and equal skill in English relative to students in partial immersion classes or traditional second-language study. (CK)

An explanation of a kindergarten French immersion program includes essential background information, details of implementation, problems encountered, practical and theoretical implications and suggested solutions to the difficulties encountered. (CK)

Discusses early and late French immersion programs, their advantages and disadvantages, and considerations of staffing, cost, student motivation, effect on native language skills, and program effectiveness. (CK)

The Ottawa school system conducts French instruction in both immersion and "core" or regular programs. Special features are bilingual grades at the higher level and a bilingual high school. French Immersion programs are evaluated in terms of expense and educational effect. (CK)

The experience of a British Columbia bilingual education program is outlined, with information about number of pupils, program objectives, staffing, teaching materials and cost. The program teaches French in a primarily English-speaking area. (CK)

The role of the subject matter teacher, the pedagogical and linguistic adjustments required, and the role of the language teacher in "sheltered" courses in which traditional subject matter is taught in a second language are discussed in the context of a University of Ottawa experiment. (MSE)

Three essays on second-language instruction are presented. One describes a letter exchange between teachers as a means of exploring and understanding classroom and instructional issues; another (in French) describes a teacher's reflective examination of the immersion teaching experience; and a third reports on a classroom study of the…

A study compared grade-three reading skills of two matched samples (n=47) of French immersion students: one group introduced to beginning reading in French and the other in English. Results showed no significant differences between the groups. They imply a need for better understanding of factors affecting bilingual proficiency, proficiency…

A study of 127 French immersion students in Alberta found over two-thirds never read in French for pleasure outside school, a finding not influenced by gender, French reading achievement, or attitude towards reading in French. However, students benefitted from some methods used by teachers to stimulate reading. (51 references) (Author/MSE)

Analysis of language production skills of French immersion students in grades 1-6 over 3 years revealed rapid growth of oral competence in the first three years of acquisition, followed by a much slower annual rate of progress. Lexical and syntactic structures most difficult to acquire emerge in five distinct patterns. (50 references) (Author/MSE)

A study investigated the processes underlying acquisition of French by students in two late immersion programs (grades 8-10) in Queensland (Australia). Focus is on three features: the cooperative learning situation that developed, idiosyncratic language that emerged, and students' patterns of socialization. (31 references) (Author/MSE)

An annotated bibliography lists French language tests designed for core French, French immersion, or French native language instruction at the elementary and secondary levels. Citations include basic bibliographic information, intended population, grade or difficulty levels, brief descriptions of test sections or format, and approximate test…

It is proposed that both home and classroom reading activities influence writing skill acquisition. Relevant research in first- and second-language learning is reviewed and use of reading and independent reading to enhance writing skill acquisition is discussed. Extensive use of these activities in the French immersion classroom is recommended.…