Applied Psycholinguistics · 1983 · 106 citations · 52 references
Language StudiesSecond Language StudiesBilingual EducationLanguage EducationLanguage ProficiencyAcademic Language DevelopmentLanguage ExposureMultilingual EducationMultilingualismSecond Language AcquisitionSecond Language DevelopmentAcademic Achievement AssessmentBilingual Program DesignChildren's Language InputImmersionLanguage Immersion EducationSecond Language Pedagogy
Immersion programs for majority‑language children come in Early, Delayed, and Late variants, each grounded in distinct theoretical and pedagogical frameworks. This review examines second‑language immersion schools developed in Canada and the United States over the past twenty years and summarizes evaluative research on them. The study evaluates how immersion participation affects native‑language development, academic achievement, second‑language proficiency, attitudes, and usage, and considers its suitability across geographic, social contexts, and diverse student profiles. Immersion programs are feasible and effective for majority‑language children, improving native‑language skills, academic performance, second‑language proficiency, and positive attitudes toward the second language.
ABSTRACT Second-language “Immersion” school programs that have been developed in Canada and the United States during the last two decades are described and the results of evaluative research pertaining to them are reviewed. Major Immersion program alternatives (i.e., Early, Delayed, and Late variants) along with their theoretical bases and pedagogical characteristics are described first. Research findings are then discussed with respect to the impact of participation in an Immersion program on the students' native-language development, academic achievement, second-language proficiency, and on their attitudes and second-language use. Also, the suitability of Immersion in different geographical/social settings and for students with distinctive, potentially handicapping characteristics is considered. It is concluded that second-language Immersion programs are feasible and effective forms of education for majority-language children with diverse characteristics.
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