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.

中文翻译：

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国内高等教育浸入式语言教育：回顾和研究议程

家庭沉浸式 （DI） 是高等教育语言学习的有效环境，因为 DI 的教师策划的环境促进了有意义的第二语言使用，同时为学习者提供了充足的支持。然而，DI 目前在第二语言习得研究中研究不足，尤其是与更知名的出国留学 （SA） 相比。本综述侧重于美国高等教育背景下的 DI，追溯 DI 的社会历史演变到当前研究主体并通过当前研究主体。接下来，叙述性回顾综合了 DI 内部适度但不断增长的研究结果。最后，在 DI 的社会历史背景下考虑了叙述性审查的突出发现，以得出未来 DI 研究的四个主要优先事项，包括：（a） 在与 SA 的比较之外关注 DI，（b） （重新）考虑口语熟练度的测量技术，（c） 扩大对与西班牙语社区互动的 DI 体验的调查，以及 （d） 关于 DI 计划如何最好地为 DI 学习者服务的项目级研究。