This paper examines pedagogical and methodological considerations involved in language immersion programs in Kyrgyzstan, discussing bilingual education program goals, how children acquire first languages, how language and content can be taught and learned simultaneously, and steps that have been taken to make immersion programs successful in Kyrgyzstan's schools. Kyrgyzstan's bilingual education is designed to facilitate and improve second language learning and maintain bilingualism. It teaches students to communicate in the second language, not just grammatical rules. Immersion programs follow roughly the same progression as first language learning. When teachers and students concentrate on content, they experience the second language as a natural means of communication which does not rank higher or lower than their first language in status or usefulness. The teacher is responsible for creating real communicative situations in the classroom and concentrating on content rather than form. Task-based learning lets students experiment and find solutions to problems on their own. This requires a learner-oriented lesson organization. (SM)