ABSTRACT
Language immersion learners, who acquire a second language via the language of instruction in classroom settings, are distinct from conventional language learners in terms of sociolinguistic outcomes and challenges. This chapter surveys a range of language immersion approaches and settings involving young learners – including one-way, two-way, and heritage language immersion – and reviews scholarship that investigates sociolinguistic aspects of immersion learners from a variety of perspectives. The chapter considers the implications of this work for future research and teaching practice.
