ITL - International Journal of Applied Linguistics - Volume 33, Issue 1, 1976

The school performance of pupils in Grades 1-3 of the French immersion program in operation in Ottawa public schools is evaluated in comparison with that of pupils in the regular English program. By the end of Grade I immersion program pupils taught reading in French lag behind their peers in the regular program in English language skills involving English reading, but they show some ability to transfer reading skills from French to English. By the end of Grade 2, following the introduction of English Language Arts into the curriculum for 60 minutes a day, immersion pupils still lag behind their regular program peers in most English language skills considered, although their level of performance is consistent with their grade level. By the end of Grade 3, immersion pupils match regular program pupils in all English language skills tested except spelling. At each grade level pupils in the two programs perform equivalently in mathematical skills and reveal similar IQ measures. Immersion pupils are more proficient in French than pupils of corresponding or higher grade levels receiving daily instruction in French as a second language, and do adequately in comparison with native French-speaking pupils.

In simultaneous interpretation, the interpreter's version may depart from the original in three general ways: material may be omitted, added or substituted by the interpreter. An analysis of translations obtained from three classes of interpreters (professionals, students and amateurs) permits the categorization of these events. Four categories of omissions (skipping, comprehension, delay and compounding omissions), four categories of additions (qualifier, elaboration, relationship and closure additions), and five categories of substitutions or errors (varying degrees of semantic of phrasing changes) are specified, and examples of each type are given. Other linguistic events occuring in simultaneous interpretation are discussed.