A discussion of a project in Quebec in which language disabled children are not switched out of immersion programs but are provided with remedial instruction within these programs. The students develop facility in their first language, learn basic skills, exhibit no exceptional behavioral problems and acquire competency in French. (AMH)

Cognitive, academic, first language, and second language abilities of language-impaired children attending French immersion programs were assessed in kindergarten and grade 1. After two years of instruction, second language skills were improving, but not comparably to nonlanguage-impaired students. Optimal language of instruction theories are…

This is the second report of a longitudinal project, initiated in 1970, in which children with and without language problems are identified in French immersion and English kindergartens and closely monitored to the end of grade 3. This study investigates the desirability of early French immersion program for English-speaking children with language…