Abstract
Foreign Language in Elementary School (F.L.E.S.) programs first appeared in the United States after World War II, and since then have periodically appeared in the educational limelight. In an attempt, once again, to establish Foreign Language study as an educational constant rather than a trend, the supporters of such programs are promoting these curricula based on the positive outcomes demonstrated by students involved in any number of experimental programs. Foreign Language in Elementary School (F. L. E. S.) programs are typically divided into three categories: immersion, FLES or FLEX (Met, 1985). An immersion program uses the target language as the means for teaching the regular elementary curriculum, with a gradual inclusion of the native language (English). Partial immersion is a common variation of this type of program, in which the school day is divided in half so that students receive instruc-
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