Research on bilingual education and its relationship to a variety of language teaching settings shows that the immersion experiment in Ontario has had several constructive side effects, including a reexamination of English language teaching and increased contact between teachers of French as a first and as a second language as well as increased…

This report constitutes a synthesis of 10 years of research which was conducted to assist Ontario boards of education in implementing and evaluating French immersion programs in their jurisdictions. The immersion programs evaluated include three major alternatives: (1) the early total French immersion programs of the Carleton, Ottawa, and Toronto…

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…

A decade of research on immersion programs in Ontario is synthesized. The immersion programs studied over this period include three major alternatives: early total French immersion, early partial French immersion, and late partial French immersion. The programs all serve an English speaking students population, devote at least one half of each…

Achievement test scores for 417 fifth graders in both school settings indicated superior language achievement by the 164 immersion centre students. Questionnaire data from 94 teachers and administrators provided reasons for these differences. Implied that programs should focus on maximum use of French and meeting teachers' materials and resources…