HERITAGE LANGUAGE PROGRAMS IN CANADIAN SCHOOL BOARDS Toronto, Canadian Education Associa­tion, 1991. 64pp, paper, $8.00 ISBN 0-920315-46-1. CIP Professional Reviewed by Lillian M. Turner. Volume 19 Number 3 1991 May This survey of heritage language programs now in effect reports how they are scheduled, taught, and funded; reviews local programs by province; and lists those faculties of education providing teacher training. Languages considered include neither French nor English, nor do they include aboriginal languages, because CEA is planning a comprehensive study of native education to include language. However, those school boards already operating native language programs are reported. A definition of "heritage language" is cited in detail from an article by Jim Cummins and Marcel Danesi in a special issue, Heritage Languages, of Our Schools/Our Selves. The material herein is the result of 94 replies to 124 questionnaires sent to school boards in each province and the NWT. Of these, five provinces operate thirty-four programs, and five, includ­ing B.C., which does not yet operate programs but has interesting plans for instigating pilot projects, have devel­oped twelve guidelines. The results of the responses to the questionnaire are outlined in geographi­cal order beginning with the Northwest Territories, then from east to west. As might be expected, Quebec, with nearly 6,000 students enrolled, and Ontario, with 96,000, largely concentrated in the Central Ontario Region, have the largest numbers. Under the heading "General Information" each covers legislation, policy, programs, funding, current initiatives, guidelines, and other items of relevance. In addition, those prov­inces with active programs are dealt with separately, detailing languages covered, teaching staff, community involvement, administration, and a general assessment of each. Teacher training in heritage lan­guages is offered at only three universi­ties: University of Manitoba, University of Saskatchewan and University of British Columbia. A list of five text­books may be useful. It is noted that much of the teaching program of first and second languages is relevant, and that several faculties offer speciali2ed programs in native education, which often includes language. This overview of heritage language programs is recommended for school board central or regional libraries, consultants or language co-coordinators, and teachers in the field. Lillian M. Turner, City of York Board of Education, Toronto, Ont.