A comparison of early and late second language learning.

Abstract
The comparative effectiveness of 3 types of French immersion programs was evaluated: early total immersion, 1-yr late immersion and 2-yr late immersion. Samples of students from grades 7, 8 and 9 of each program were included in the evaluations. Their proficiency in French was assessed using the following kinds of language tests: reading comprehension, writing, language arts, dictation, listening comprehension and oral production. Statistical analyses of the results at each grade level revealed that the early immersion and 2-yr late immersion students had achieved generally higher levels of proficiency in French than the 1-yr late immersion students, whereas there were few differences in performance between the former 2 groups. There were also indications from the results that the differential between the 1-yr late group and the other 2 immersion groups was narrowing in the higher grades. The findings are discussed in terms of their practical educational significance, particularly with respect to the role of follow-up programs, and in terms of their theoretical implications with respect to the critical period hypothesis for 2nd language learning.

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