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This article reviews research that has examined the linguistic and academic outcomes of at-risk learners in bilingual/immersion programs. Specifically, we review research on at-risk students with: disadvantaged socioeconomic backgrounds, low levels of academic or general intellectual ability, poor first language ability, special education needs (including students at risk for or with language and/or reading impairment), and students who speak non-standard varieties of their first language and/or come from ethnically diverse backgrounds, including minority ethnic groups. We conclude by identifying topics and issues that warrant future research.
