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.

Forty-eight adult subjects from the northeastern United States were evaluated for their productive use of the causative verbs bring and take. Results revealed that approximately one-fourth of the subjects employed the terms contrastively and consistent with standard use whereas one-third employed a bring over-extension strategy seeming to impute a ‘carry’ meaning to the term. The remaining subjects, although evidencing some take use. did not routinely employ standard, deictically based source or goal distinctions. The validity of the findings was tested in two additional experiments. The nature of these alternative productive strategies and their implications are discussed.