Immersion programs are beneficial for students’ cognitive growth, for their English language development, and for their second language development. Ample research has been conducted on the impact of immersion programs for native English speakers. The research consistently shows that students who begin immersion programs as speakers of English only consistently develop higher levels of proficiency in their second language than students in other types of language programs (Campbell, Gray, Rhodes & Snow, 1985; Curtain & Dalhberg, 2010). They develop native-like levels of comprehension, high levels of fluency, and confidence.  

A common question is what is the impact of immersion on the development of English speakers’ literacy development. Based on a wealth of research, students develop higher levels of English language skills and metalinguistic awareness, which positively impacts the development of reading skills (Bournot-Trites & Denizot, 2005). Bilingual children develop advanced problem solving skills, demonstrate greater executive control, and more cognitive flexibility (Bruck, et all, 1975; Bamford & Mizokawa, 1991). English proficiency immersion students are capable of achieving as well as (or better than) non-immersion peers on standardized tests in reading and math (Genesee, 2008). While some research does indicate evidence of a temporary lag in specific English language skills (e.g. spelling and punctuation), this lag disappears quickly and there are no long-term negative repercussions to English language development (Swain & Barik, 1976).  Findings showing the benefits of immersion programs are consistent across a range of socioeconomic and ethnic backgrounds, and across a range of cognitive abilities (Bruck, Tucker, & Jakimik, 1975; Myers, 2009).  

Learning a second language helps students to gain cross-cultural understanding and can result in higher levels of tolerance (Byers-Heinlein, 2013).