This research examines the development of heritage  language policy in the provinces of Alberta and Ontario. In Alberta, enabling legislation passed in April, 1971 allows for heritage language programmes to be offered during the regular school day. The heritage language may be integrated, up to 50%, in the regular school curriculum. In Ontario, the heritage language issue has been far more controversial. Although in 1977 the Ontario government provided full funding for heritage language education, it was given simply an "enrichment" status as it was not allowed to be taught during the regular school day. This study attempts to provide possible explanations for the difference in policy between the two provinces. For its analytical framework it draws on the concepts of political science and social policy analysis selectively. The main explanatory concepts drawn from the former are political culture, party system, level of institutionalized government and the role of interest groups and from the latter support, legitimacy and feasibility. (Abstract shortened by UMI.)