A description of the English-Ukrainian bilingual program in the primary grades of the Edmonton Public Schools. Objectives and evaluative criteria are given. Results show no significant difference between regular and bilingual classes in standardized test scores. Children learned a significant amount of Ukrainian. All concerned considered the…

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)

Responding to O. Weininger's concern about Early French Immersion (EFI) programs, the author declares that evaluations from all over Canada have shown that EFI students achieve high levels of French proficiency at no apparent academic cost. Other objections to Weininger's conclusions are also raised. (PP)

Researchers followed 2 language minority children through their first 2 years of school, examining the influence of their parents and of school practices. Two cohorts of minority language students were followed from the beginning of kindergarten to the end of first grade. Students were observed once a week in their classrooms. Researchers kept…

A partial immersion bilingual (English-Ukrainian) program which included Grades 1 to 3 was examined to determine: (1) the program students' achievement in mathematics, English and Ijrainian; (2) the attitudes of parents and program personnel toward the program; (3) the program students' level of cognitive development; and (4) reasons students left…

This study assessed oral language readiness for reading of second-grade students in French and English monolingual and bilingual programs in Canada. The 220 students enrolled in French monolingual, English monolingual, immersion bilingual (90/10) and balanced bilingual (50/50) programs were tested with the Boehm Test of Basic Concepts and the Oral…

In response to O. Weininger's article, programs in various countries are cited in defense of the efficacy of early language immersion. The importance of flexibility is stressed, as is need to examine bilingual immersion in the light of educational, social, linguistic, and "political" goals, as well as psychological theory. (PP)

The importance of fully exploring the values and limitations of early language immersion programs is reiterated. The need to take children's class advantages into account in judging the effectiveness of such programs is emphasized. (PP)

Two major questions are discussed concerning early language immersion: (1) Is it necessarily the best way to acquire a second language permanently and naturally? and (2) Does it provide a genuinely enriching experience for a young child? The author urges caution in interpreting research and consideration of other paths to biculturalism. (PP)

The Ukrainian Bilingual Program, a three-year pilot project coordinated by Alberta Education, was implemented by the Edmonton Catholic School System in the Fall of 1974. The current evaluation is the second phase of a three-year study and concerns the 1975-76 academic year. Forty-eight first graders in the bilingual program were matched with a…

This paper presents the results of the evaluation of the North York French immersion program at kindergarten, grade 1 and grade 2. The evaluation included the pupils enrolled in the first class established at each grade level, and focussed on the following four questions: (1) Are pupils developing competence in the French language; (2) Is the…