With the promise of achieving bilingualism, biliteracy, and cultural pluralism, Chinese immersion programs for students from kindergarten to 12th grade (K-12) in North America, especially the US, have been proliferating in the past two decades. Research on this rapidly growing population of non-native Chinese learners is also growing. This research synthesis focuses on 35 selected studies published in recent years on Chinese immersion in both Chinese and English language journals and books. The review found that researchers are exploring a wide range of issues with respect to language and literacy development in Chinese immersion programs, including academic achievement in English, language and literacy acquisition in Chinese, instructional strategies and classroom interaction, as well as learners’ language use and its sociolinguistic variations. These studies reflect a growing interest in and demand for learning more about the lesser-researched Chinese foreign language (CFL) learner population, and this review concludes with suggestions for future research on Chinese immersion based on its curricular features as well as specific considerations for conducting research with young, emergent bilingual and biliterate learners.

为了实现双语、双语和文化多元化，在北美，特别是美国，针对从幼儿园到12年级（K-12）学生的中文沉浸式课程在过去二十年中不断激增。针对这一快速增长的非汉语学习者群体的研究也在不断增长。本研究综述重点介绍了近年来在中文和英文期刊和书籍中发表的 35 篇关于中文沉浸式研究的精选研究。审查发现，研究人员正在探索中文沉浸式课程中语言和读写能力发展的广泛问题，包括英语的学业成绩、中文的语言和读写能力的习得、教学策略和课堂互动，以及学习者的语言使用及其社会语言变化。这些研究反映出人们对更多地了解研究较少的汉语外语（CFL）学习者群体的兴趣和需求日益增长，本综述最后根据其课程特点以及开展汉语沉浸式教学的具体考虑，对未来的汉语沉浸式研究提出了建议。对年轻的、新兴的双语和双文学习者进行研究。