T h e m e Issue - French Language Instruction Introduction

9/4

The papers for this theme issue of Interchange are derived from a conference on French language instruction held at the Ontario Institute for Studies in Education on September 22 and 23, 1978, and sponsored jointly by O I S E and Interchange. This conference was intended to provide a comprehensive framework in which researchers, administrators, teachers and parents concerned with the development and effectiveness of French language instruction could meet to share information, discuss c o m m o n concerns and exchange ideas. French language instruction has long been a concern of educational policy makers. The direction and development of these policies have been influenced dramatically by the highly successful early immersion programs for the teaching of French. Such a focus is understandable because the initiation of early French immersion not only represented a striking educational innovation which attracted wide attention but also was accompanied by educational research of the highest standard which was well reported in the literature. Furthermore, government policies, parent groups and school boards have all been involved in drawing attention to French language instruction and in particular French immersion. But it has been becoming increasingly clear that a broader perspective on French language instruction is needed. The Interchange conference and a recent conference (June, 1978) held at Glendon College, York University, entitled "Apprenons en frangais/Learning in French", both reflect the growing recognition that there is a need to adjust the balance in French language education to include a great many other factors. Each of the papers in this issue recognizes the shift in focus toward the interrelationship of French language instruction with other aspects of education, while still drawing on the influential research from French immersion. For example, while the paper by Genesee surveys important research on the academic achievement in French immersion students in Montreal and Lapkin surveys similar research in Ottawa and Toronto, both these authors go beyond the reporting of data to show that the nature of this research has shifted over the past ten years. Furthermore, Lapkin points out the impact these studies have had on first-language instruction in both French and English as well as on traditional second-language French programs. The papers by Trites and Price, and Bruck extend the search for relationships to other areas of education. Trites and Price outline 3 years of research which associates early immersion with learning disabilities. Their position is in sharp contrast with the view of Bruck who argues that removing a learning disabled child from immersion does not resolve the learning difficulty and, in fact, may be detrimental to the child's educational development.

The importance of language instruction as a factor in the overall language development of children is addressed in two papers. Cummins focuses on the need for school-based support of a child's first-language to facilitate further language learrfing, while Mougeon and Canale stress the need for extra-curricular support for French as crucial for the language of Franco-Ontarians. Several other areas are also drawn into the consideration of French language instruction. Clement reports his research conducted in the Yukon which examined changes in attitude toward French in response to two types of exchange programs. The administrative challenges associated with the implementation of new intensive French programs are outlined by McGillivray, and Abbott sketches the role of parents in supporting and promoting French language instruction. The importance of French language instruction beyond purely educational concerns is the topic of Max Yalden's opening address~ Besides referring to the value of French for personal, economic and national concerns, he makes some pointed comments on the responsibility of provincial and local jurisdictions for directing policy in French language instruction. Perhaps as a reminder that the answer to our deliberations may not be at hand, Wallace Lambert's provocative remarks suggest that a whole new approach to language instruction is now needed. We regret that it is not possible to include the stimulating and valuable discussion which accompanied each of the presentations. However, these exchanges did reveal that the conference delegates recognized the relevance of a wide range of issues related to French language instruction. Continued broad discussion of this sort will promote the development of a well-informed and relevant French language instructior~ policy.

Robert Anthony and Giuliana Colalillo Special Editors of this issue

Acknowledgments The editorial board of Interchange extends its appreciation to all those who attended the conference and especially to those who assisted with the planning and operation. In addition to those whose papers are published in this issue, we should also like to acknowledge the following individuals who contributed papers: Guy Marchand (Laurenvale School Board, Rosemere, P.Q.) presented Community Reaction to French Instruction; Roger Miller (St. Boniface School Board, Manitoba) presented Staffing and Administrative Problems; Heather Lysons (University of Alberta) and Merrill Swain (OISE) presented separate papers on Socio-Political Background of French Language Instruction; Andr6 Obadia (Canadian Association of Immersion Teachers) and Lionel Orlikow (OISE) each presented a paper on Teacher Training and Curriculum Development. Robert Sweet (Toronto Board of Education) conducted a workshop on community action to initiate an immersion program. The sessions were chaired by: Roy Jackman (Ontario Ministry of Education), Thomas B. Greenfield (OISE), Marie-Noelle Maillard (OISE), Michael Canale (OISE), Jacqueline Tetroe (OISE), Cora Palmer (OISE), Robert Anthony (OISE), and Raymond Lam6rand (OISE) who kindly agreed to fill in on very short notice. We would like to extend our particular appreciation to Dr. H.H. Stern (OISE), who not only introduced the conference and acted as moderator for the concluding panel discussion but who also provided thoughtful assistance with the

planning. June Armstrong of the OISE Conference Office and her staff Ethel Mason and Lorraine Lavallee were actively involved throughout the planning and operation of the Conference. Thanks also go to Tony Mollica, editor of the Canadian Modern Language Review, who kindly arranged for the distribution of two special issues dealing with French language instruction made available with assistance from the Secretary of State.