Describes an investigation of individual differences in French language achievement in a group of first-grade anglophone students attending a total early immersion program. Discusses factors used to predict achievement in French language arts, listening comprehension, and oral production, and analyzes significant correlations. (Author/MES)

An investigation was undertaken to assess student attitudes toward learning and using French and their reasons for studying it. It was felt that a more thorough investigation of these issues might help to broaden knowledge of some of the non-educational, social consequences of immersion programs. English-speaking students in sixth and eleventh…