An elementary school English second language program in Caen (France) is described and evaluated. The program evolved from national policy initiatives to reintroduce modern foreign languages in the primary schools. The eventual National Experiment involved a selected number of schools in which a foreign language was to be taught. Data for this study were gathered in site visits to six schools, through interviews with eight teaching assistants and administrators and classroom observation of 16 lessons. The report offers background on the project, describes the study's methodology, and details aspects of the project's design and implementation. The latter includes: organization of lessons; emphasis on language awareness rather than language teaching; instructional techniques and materials used; integration of the program curriculum with the elementary school curriculum; head teachers' views; links with secondary schools and their curriculum; overseas exchanges; parent and pupil attitudes; and the views of teaching assistants. Comments are made on three program aspects: organization; classroom teaching techniques; and role of the teaching assistants. Based on findings concerning this program and another in England, remarks are made on three key issues: use of foreign language assistants untrained in teaching techniques and strategies, political and cultural dimensions of such a project; and the need for a more clearly defined and coherent syllabus. (MSE)