Cognitive and Attitudinal Consequences of Following the Curricula of the First Four Grades in a Second Language.

This report presents a critical evaluation of the progress of two classes of English-speaking Canadian children who have been participating in a French-English Bilingual Educatior. program. At the end of Grade IV, the children are able to read, write, speak, understand and use English as well as carefully selected, conventionally educated English Controls. In addition, they can read, write, speak, understand, and use French far better than students who follow typical French as a Second Language programs. The report also describes intellectual and attitudinal consequences of the program. February, 1971 U.S. DEPARTMENT OF HEALTI I. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINA7ING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY