Abstract
The purpose of the study described in this paper was to examine the effectiveness of vocabulary instruction aimed at filling an observed gap in the second language (L2) lexical competence of early French immersion students. In Canada, early French immersion programs, designed for non-Francophone students, begin typically in kindergarten with a half-day of schooling in French. In the program with which this study is concerned, instruction in French for the entire school day continues from grade 1 to grade 3, when daily lessons in English begin. The proportion of instructional time in English is increased gradually in each following grade, until approximately half of the curriculum is taught in English by grades 6 or 7.
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