Reviews the theoretical foundations of French immersion programs in Canada, which are based on early exposure, creation of a natural imitative environment, cross-language interference and support, contextualized learning, and a communicative approach. Describes the practical applications of the theories, immersion program teachers and their roles,…

French immersion is seen as a viable alternative to traditional unilingual education. Issues needing to be addressed so that French immersion education can be supported and enhanced as part of a pluralistic approach to language and culture are discussed. (23 references) (Author/MSE)

Focuses on the question of administration when French language immersion programs are integrated into English instruction schools. It is argued that bilingual administration would be better than unilingual in fulfilling immersion teachers' needs, helping lessen conflict, and provide the leadership needed for program integration into the school…

Describes the Canadian program of French immersion in terms of current issues in the theory of second-language (L2) learning, including the role of consciousness, optimal timing of L2 learning, communicative competency classification, and the role of the first language. Implications for L2 pedagogy and requirements for a new language pedagogy are…

Canada's French immersion program began in 1965 in response to anglophone parent demand for bilingual French/English instruction. Instruction entirely in French begins in kindergarten, and formal English instruction begins in third grade. The program's popularity has caused rapid expansion, with success attributed to changing attitudes toward…

The French immersion experience in Montreal, since its inception in 1965, is considered highly successful. Despite critics who note that its results fall short of perfect bilingualism, French immersion has achieved what it set out to accomplish: functional bilingual competencies. In doing so, French immersion has challenged many assumptions about…

Evaluation of French immersion programs' effectiveness in Canadian schools should include considering accessibility to the program, its organizational setting, teachers' behavior in bilingual classes, and principals' leadership role. French immersion must be understood in a context that recognizes it as a complete bilingual education linking…

Five articles on issues associated with French immersion approaches and bilingual education within the Canadian educational system are presented. Topics include attitudes, impacts, children's reading processes, early versus late immersion programs in British Columbia, and a study of writing ability of English-speaking students in French-speaking…