Language and culture programs for children speaking a minority language are discussed and outlined in terms of psycho-educational rationales, program options, and empirical and theoretical considerations of the appropriateness of such programs. (JMF)

Explores the educational achievement of francophone minority students in Canada, considering the usefulness of J. Ogbu's (1978, 1991) model of voluntary and involuntary minorities. In Canada, a more flexible and inclusive framework is needed to account for the variability of academic outcomes and to plan interventions to improve academic…

Research literature concerning the effects of incorporating the heritage languages of minority students into the regular school curriculum either as subjects or as mediums of instruction is reviewed. Program evaluations from Canada, the United States, and Europe consistently show that the use of a minority language as a medium of instruction for…

The increase in the number of Canadian students whose home language is different from the school language has serious implications in the areas of minority student assessment, possible bias of IQ tests, minority student English-language acquisition, and recommendations to parents regarding home language use. Research and educational considerations…

Intelligence quotient (IQ) scores are widely accepted as measures of academic potential. However, both hereditary and environmental factors also play a role in performance. The limitations of IQ tests require that they be handled differently when administered to students from backgrounds other than the dominant cultural group. In addition,…