Existing programs using language immersion strategies for teaching language-minority children in the United States are described. In those programs, instruction is conducted in English at a level understood by the limited-English-speaking students, the teacher is bilingual in the non-English home language, the teacher generally speaks only in English, and the curriculum is structured so that prior knowledge of English is not assumed as subject areas are taught. The report includes background on the development of immersion programs in the context of bilingual education, an outline of four methods of English instruction for language-minority children, a discussion of the Canadian experience with immersion instruction, information about the methodology of the current survey, the characteristics of sites selected for the study, and individual program descriptions. (MSE)