Immersion education: applicability for nonvernacular teaching to vernacular speakers

Abstract

The characteristics of “immersion” education as it is practised in Canadian contexts are described in this paper. Immersion programs are outlined in terms of their background, structure, methodology, and outcomes. It is suggested that to achieve the outcomes of immersion education found for majority language groups, some minority language groups may require a program in which initial education is in the first language, and which continues in both the first and second languages.

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