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This paper examines the relationships between L1, L2 and L3 in immersion programmes for Russian-speaking students in Israel. The context of the immersion programmes in multilingual setting is discussed. Two parallel and similar immersion programmes, which were carried out for the same population, but with different target languages (L2 Hebrew and L3 English) are described. Special attention is given to the question as to which language, Hebrew or English, in this particular context should be considered L2 and which L3. Soft data, obtained from interviews and questionnaires are analysed and tentative findings on language learning techniques transfer and interference within the set of three languages are presented.
