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Mes-Prat, Margaret; Edwards, Henry P. – Canadian Modern Language Review, 1981
Describes a reading experiment with two groups of English speaking children attending French immersion programs. The two groups, from grades 3 and 6 respectively, were tested in both English and French for their ability to recognize spelling patterns and to make positive transfers from one language to the other. (MES)
Descriptors: Bilingual Education, Elementary Education, English, French
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Swain, Merrill – Canadian Modern Language Review, 1981
Describes research on core, extended, and immersion French as a second language programs in Canada over the past decade. Results show older learners tend to be more efficient learners in some aspects of second language learning, but there may be some advantages to starting earlier in an intensive program. (BK)
Descriptors: Elementary Secondary Education, French, Immersion Programs, Indo European Languages
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Canadian Modern Language Review, 1976
A listing of French immersion programs in Canada is given, including city and school board, date started, grades involved and projected to be involved, and a program description. (RM)
Descriptors: Bilingual Education, Elementary Education, English, FLES
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Halpern, G.; And Others – Canadian Modern Language Review, 1976
A study is made of students at 17 schools which in September 1971 offered a primary immersion program in French as well as the standard English language classroom. The progress of the students was examined in terms of their grade level placement over time and in terms of attrition rates. (Author/RM)
Descriptors: FLES, French, Immersion Programs, Language Instruction
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Lapkin, Sharon; Swain, Merrill; Smith, Monika – Modern Language Journal, 2002
Examines a subset of collaborative dialogues that occurred in a a multistage task where Canadian Grade 7 French immersion students worked together in pairs. Each pair wrote a story, noticed differences between their text and a reformulator's revision, and reflected on their noticing. Traces development of the target language (French), with…
Descriptors: Cooperation, Dialogs (Language), Foreign Countries, French
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Morgan, Agnes P. – Foreign Language Annals, 1990
Focuses on how students' mode of communication during their first year in a French immersion program evolved from implicit to explicit, physical to verbal, and simple to complex. The linguistic and psychological reasons behind the program's success are discussed and benefits to the students are described. (25 references) (Author/VWL)
Descriptors: Communicative Competence (Languages), French, Grade 1, Immersion Programs
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Harley, Birgit; King, Mary Lou – Studies in Second Language Acquisition, 1989
Compares the lexical proficiency of 69 grade 6 immersion students with that of 22 native French-speaking peers, based on verb use and in 5 written compositions. Measures of lexical error, variety, specificity, and sophistication show clear differences between the two groups. (33 references) (Author/VWL)
Descriptors: Comparative Analysis, Elementary Education, French, Grade 6
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Harley, Birgit – Applied Linguistics, 1989
Study of the effects of a functional approach to grammar teaching on a sixth-grade French immersion class found that those subjects exposed to an experimental set of teaching materials outperformed control subjects at the end of eight weeks. There were no significant differences between the groups after three months. (Author/CB)
Descriptors: Class Activities, Elementary Education, French, Grade 6
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Hamm, Christiane – Foreign Language Annals, 1988
Compares the French language competence of Ontario high school immersion graduates with that of core program graduates of a six-week summer course in a francophone environment. The immersion graduates performed functions well, but at the expense of accuracy, while summer students showed fewer discrepancies in speaking skills. (Author/CB)
Descriptors: Foreign Countries, French, High School Graduates, Immersion Programs
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Swain, Merrill; Lapkin, Sharon – Applied Linguistics, 1995
The results of a study involving 18 students from a grade 8 early French immersion class support the argument that in producing a second language, learners will on occasion become aware of a linguistic problem and modify their output. (41 references) (MDM)
Descriptors: Cognitive Processes, Elementary Education, French, Grade 8
Egea-Kuchne, Denise – Francais dans le Monde, 1993
A discussion of French foreign language instruction in the elementary schools (FLES) in the United States looks at the rationale behind and proliferation of FLES programs and the diversity of program models, including exploratory, traditional second language, and immersion. (MSE)
Descriptors: Educational History, Educational Objectives, Elementary Education, FLES
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Majhanovich, Suzanne – Canadian Journal of Special Education, 1993
This article reviews 30 years of experience with French immersion second-language instruction and concludes that most children with learning disabilities can benefit from the experience of a bilingual (immersion) education. For children with language handicaps who need to learn a second language, bilingual (immersion) instruction is better than…
Descriptors: Elementary Secondary Education, French, Immersion Programs, Instructional Effectiveness
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Lyster, Roy – Language Learning, 1998
Presents a study of the relationships among error types, feedback types, and immediate learner repair in four French immersion classrooms at the elementary level. The database is drawn from transcripts of audiotape recordings of 13 French language-arts lessons and 14 subject-matter lessons totaling 18.3 hours and including 921 error sequences.…
Descriptors: Audiotape Recordings, Elementary Education, Error Correction, Error Patterns
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Lyster, Roy – Canadian Modern Language Review, 1999
Descriptive studies in four elementary school French immersion classrooms investigated the negotiation of form in classroom discourse. Four interactional moves that encourage peer- and self-repair and draw attention to non-target output were examined. Found that recasts, the most common form of corrective feedback, can not lead to peer- or…
Descriptors: Classroom Communication, Discourse Analysis, Elementary Education, Error Correction
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Lyster, Roy – Language Learning, 2001
Investigated specific patterns for a reactive approach to form-focused instruction: corrective feedback and its relationship to error types and immediate learner repair. Data is drawn from transcripts of audio recordings made in four French immersion classrooms at the elementary level, totaling 18.3 hours and including 921 error sequences.…
Descriptors: Audiotape Recordings, Elementary Education, Error Correction, Feedback
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