A quiet revolution has taken place in Queensland in the last twenty years. In an educational context where the mainstream teaching of second languages has reached occasional heights but has more often been marginalised and the object of criticism, a progressive program for teaching key learning areas in a second language has taken hold in a number of schools state wide. This article looks at second language immersion programs from the perspective of their contribution to whole school literacy practices and the preparation of Australian students as global citizens of tomorrow. While many teachers and educators have heard of immersion programs, the nature of such programs, their successful integration in several Queensland schools and their benefits for whole school literacy practices are less considered.

This article will therefore first define the term immersion teaching and give a brief overview of this teaching approach in global settings. After looking at the general concept, the article presents details of a selected program, the German Immersion Program at one Queensland State High School. Most general information about second language immersion programs is available from the Education Queensland website or the participating schools' websites, but some of what I present here is additional information gained from my own children's participation in a German Immersion Program from 2006 and continuing, and from my own teaching experience as a German Immersion teacher. The article will then look at some of the literary practices connected to studying a second language at the same time as studying middle school key learning areas in that second language.