This document provides a new perspective on teaching English language arts in a francophone school, a perspective that takes into account the aspirations of the francophone community within the following contexts: the federal and provincial legal provisions governing French first-language education in Alberta, the linguistic reality of Alberta's…

The developing concern of Canadian Parents for French about the lack of opportunities for anglophone students fluent in French to pursue bilingual higher education, the organization's role in focusing attention on the issue, and the evolution of organizational policy through conferences, surveys, and reports are discussed. (Author/MSE)

IN THE TORONTO SCHOOL SYSTEM IN 1961-1962 THERE WERE 8,684 CHILDREN IN SENIOR KINDERGARTEN. NINETY-EIGHT OF THE STUDENTS WERE NOT TORONTO RESIDENTS AND SO WERE NOT INCLUDED IN THE ANALYSIS. THERE WERE 3,839 OF THESE CHILDREN ATTENDING SCHOOLS WHICH PROVIDED JUNIOR KINDERGARTENS, BUT OF THIS NUMBER ONLY SLIGHTLY OVER 1/3 ACTUALLY ATTENDED JUNIOR…

The Franco-Ontarian curriculum was greatly strengthened in Ontario's elementary and secondary schools in the 1960s. However, these gains are now threatened by declining enrollment, assimilation in the home, economic pressures, population displacement, lack of accessible French institutions of higher education, and exogamy. Responses to a…

Examines the French Immersion program in Northern Ontario, Canada, against the correspondence theory of Bowles and Gintis. Suggests that schools both reproduce class stratified society and promote social inequality. Explores the English-speaking middle-class motivations and actions in controlling French Immersion programs to benefit their…

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)

Describes a research project in which the acquisition of French by two six-year-old boys, native speakers of English, was observed longitudinally. (CFM)

Analysis of Ontario standardized-test scores indicates that French-immersion students, who had lagged behind regular English-program students in grade 3, had comparable or higher achievement scores in reading, writing, and mathematics by grade 6. Little support was found for possible explanations involving selective attrition of weaker students…

Six Canadian Anglophone high school students were studied for 10 months after they chose to enroll in a French immersion pilot program in Alberta. Although students varied in achievement level, all students and parents referred to "feelings of success" as a factor in remaining in the immersion program. Limitations of the program are…

An examination of progress in French education since the passage of Law 113 in 1970 recognizing French and English in public education. Topics discussed are: statistics on the French-speaking population; attitudes of the people; social and political factors; French schools and immersion programs; and program development. (Text is in French.) (AMH)

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…

Reports on a ethnographic study that investigated how immigrant high school students used Cantonese and English to achieve academic and social success in a Canadian high school where English was the language of instruction. Argues that immigrant students found meaningful ways to acquire the cultural capital of the dominant society. (CAJ)

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…

This study represents an attempt to describe the second-language competence of English-speaking children who are learning French as a second language. The performance of fourth- and sixth-grade children taking part in a French immersion program was compared to that of French-speaking children of the same age using an elicited imitation task. The…