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The immersion programs were developed to provide for English speaking Canadian children with an effective means of attaining proficiency in French, which is Canada's other official language. Since the first Canadian language immersion programs were implemented, it has been shown that language is best learned by all students when it is the medium of instruction rather than the exclusive goal of instruction (Lambert & Tucker, 1972; Genesee, 1987; Snow, Met, & Genesee, 1989).The theoretical rationale for immersion programs derives from research findings concerning both first and second language acquisition. Campbell (1984) considers Krashen's hypotheses as the SLA (Second Language Acquisition) theory involved in language immersion programs. He claims that of all current theoretical positions held by SLA researchers, those formulated by Krashen (1981, 1984, 1985) seem most clearly relevant to immersion. Relying almost exclusively upon Krashen‘s Monitor Theory (Krashen, 1981), Campbell argues for relevancy between language immersion theory and Krashen’s five main hypotheses of SLA. Swain (1985) points out that students in immersion programs develop limited proficiency in productive skills such as speaking and writing during several years of comprehensive input in a second language. The study will review Krashen's hypotheses and Swain (1985) as the underpinning theoretical rationales of immersion.