Domestic immersion in postsecondary language education: Review and research agenda

Abstract Domestic immersion (DI) is an effective context for postsecondary language learning, given that DI's instructor‐curated environments promote meaningful second language use while providing abundant support for learners. However, DI is at present understudied within second language acquisition research, especially when compared to its more well‐known counterpart of study abroad (SA). This review focuses on DI in postsecondary contexts within the United States, tracing DI's sociohistorical evolutions to and through the current body of research. Next, a narrative review synthesizes results from the modest but growing body of studies within DI. Finally, salient findings from the narrative review are considered within DI's sociohistorical context to arrive at four main priorities for future DI research, including: (a) a focus on DI outside of comparisons with SA, (b) (re)consideration of measurement techniques for oral proficiency, (c) expanded inquiry into DI experiences that interface with Spanish‐speaking communities, and (d) program‐level research into how DI programs can best serve postsecondary language learners.