Selected for discussion in this paper are some investigations which have results relevant to second-language teaching, insofar as they might affect the learners, the teachers, and the materials used. These psychologically oriented studies of bilingual comunities deal with (1) bilingualism and intelligence, (2) language aptitude, (3) motivation, (4) bilingual skill levels, (5) stages of bilingual development, and (6) compound and coordinate models of bilingualism. The author hopes that educators, psychologists, and linguists will be able to use together the insights they have gained separately toward the development of more effective second-language programs. They will then be communicating not only among themselves, but the results of their labors will eventually open the avenues of communication between the two major language and culture groups in Canada. (AMM)