Abstract
A variety of second-language program options are available to anglophone children in Montreal’s public schools: French-as-a second-language (FSL), delayed and early French immersion, and full French-medium schooling. In this research, the achievement in French, English, and mathematics of two cohorts of anglophone students in each of these program options was evaluated longitudinally through grade 6 (12 years of age). The performance of these students was compared to that of comparable anglophone and francophone control groups who were attending conventional all-English and all-French schools, respectively. In terms of approximations to native-like command of French, the French-medium option was the most effective followed by the early immersion option: students in these programs were generally indistinguishable from the French Controls on all written French language tests and in mathematics. On tests of French oral skills, however, they scored below the French Controls, the extent of disparity depending on the opportunities available for social interaction with francophones. As well, no retardation in English language development was found for any of the options, even those that provided little instruction time in English. To the contrary, anglophone students scored significantly higher than English Controls on tests of English and mathematics, and in general the more concentrated the second language component, the better they performed relative to the controls on first language skills and mathematics. The apparent transfer of competence from second language to first and the bilingual advantages involved in these results are discussed in terms of time spent on the target language, the mode of instruction, and the opportunities provided for interaction with native-speaking peers.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Canadian Achievement Test (1981). Canadian Test Centre/McGraw-Hill Ryerson Limited, Scarborough, Ontario.
Cummins, J. (1987). Bilingualism, language proficiency, and metalinguistic developments. In P. Homel, M. Paliz, & D. Aaronson (Eds.),Childhood bilingualism: Aspects of linguistic, cognitive, and social development (pp. 57–73). Hillsdale, NY: Lawrence Erlbaum Associates.
d’Anglejan, A. (1984). Language planning in Quebec: An historical overview and future trends. In R. Y. Bourhis (Ed.),Conflict and language planning in Quebec, (pp. 29–54). Clevedon: Multilingual Matters.
Esman, M. J. (1987). Ethnic politics and economic power.Comparative Politics, 19, 395–417.
Forget, S. (1981).Test de compréhension en lecture pour classes d’immersion précoce (sixième année). Ottawa: Centre Franco-Ontarian de Ressources Pédagogiques.
Genesee, F. (1985). Second language learning through immersion: A review of U.S. programs.Review of Educational Research, 55, 541–561.
Genesee, F. (1987).Learning through two languages: Studies of immersion and bilingual education. Cambridge, MA: Newbury House.
Genesee, F., Holobow, N., Lambert, W. E., Cleghorn, A., & Walling, R. (1985). The linguistic and academic development of English-speaking children in French schools: Grade 4 outcomes.Canadian Modern Language Review, 41, 669–685.
Genesee, F., Holobow, N., Lambert, W. E., & Chartrand, L. (1989). Three elementary school alternatives for learning through a second language.The Modern Language Journal, 73, 250–263.
Harley, B. D., Hart, D., & Lapkin, S. (1986). The effects of early bilingual schooling on first language skills.Applied Psycholinguistics, 7, 295–322.
Lambert, W. E. (1980). Two faces of bilingualism. InFORUM, National Clearinghouse for Bilingual Education, Washington, D.C.
Lambert, W. E. (1981). Bilingualism and language acquisition. In H. Winitz (Ed.),Native language and foreign language acquisition, (pp. 9–22). New York: The New York Academy of Sciences.
Lambert, W. E. (1984). An overview of issues in immersion education. InStudies on immersion education: A collection for United States educators, (pp. 8–30). Sacramento, CA: California State Department of Education.
Lambert, W. E. (1988).‘Minority’ language rights and education in Quebec. Paper presented at a conference on Minority Language Rights and Minority Education, Cornell University, May 6–9.
Lambert, W. E. (1990a). And then add your own two-cents’ worth. In A. Reynolds (Ed.),Bilingualism multiculturalism, and second language learning: Essays in honor of W. E. Lambert, (pp. 217–249). New York: Lawrence Erlbaum.
Lambert, W. E. (1990b).Issues in foreign language and second language education. Paper presented at a National Symposium on Research Issues Concerning Limited English Proficient Students, U.S. Office of Education, Washington, DC, September.
Lambert, W. E., & Tucker, G. R. (1972).Bilingual education of children: The St. Lambert experiment. Rowley, MA: Newbury House.
Lederer, W. J., & Burdick, E. (1958).The ugly American. New York: Norton.
Lietti, A. (1988). Apprendre les langues dès l’école enfantine: Les expériences qui effraient les Suisses.L’Hebdo, 38, 10–16.
Lietti, A. (1989).Pour l’education bilingue: Guide de survive à l’usage des petits Europééns. Lausanne: Favre, S.A.
Lindholm, K. J. (1990).Two-way bilingual/immersion education: Theory, conceptual issues, and pedagogical implications. Paper presented at a symposium on Critical Perspectives on Bilingual Education Research, Phoenix, Arizona, April.
Raven, J. C. (1958).Standard Progressive Matrices. London: Cambridge University Press.
Rhodes, N. (1989).Total and partial immersion language programs in U.S. elementary schools, 1989. Mimeo, report, Center for Applied Linguistics, Washington, DC.
Swain, M., & Lapkin, S. (1982).Evaluating bilingual education: A Canadian case study. Clevedon, England, Multilingual Matters.
Swain, M., & Lapkin, S. (1991). Additive bilingualism and French immersion education: The roles of language proficiency and literacy. In A. Reynolds (Ed.),Bilingualism, multiculturalism, and second language learning: Essays in honor of W. E. Lambert, (pp. 203–216). New York: Lawrence Erlbaum.
Test de Compréhension Auditive, (Niveau B). (1979). Toronto: The Ontario Institute for Studies in Education.
Vygotsky, L. (1934/1962).Thought and language. Cambridge, MA: The MIT Press.
Author information
Authors and Affiliations
Additional information
This Research was funded by a research grant to W. E. Lambert and Fred Genesee from the Social Sciences and Humanities Research Council of Canada, Ottawa.
Rights and permissions
About this article
Cite this article
Lambert, W.E., Genesee, F., Holobow, N. et al. Bilingual education for majority english-speaking children. Eur J Psychol Educ 8, 3–22 (1993). https://doi.org/10.1007/BF03172860
Received:
Revised:
Issue Date:
DOI: https://doi.org/10.1007/BF03172860