A discussion of the Dutch situation looks at how growing immigrant numbers and resulting second language groups have prompted a rethinking of traditional concepts of education. First, ethnic population trends across national boundaries in Western Europe are examined and basic statistics on ethnic minorities in the Netherlands are presented. The consequences of linguistic diversity for elementary, secondary, and adult education are then discussed, focusing on the first and second language acquisition of ethnic minorities at each level. It is concluded that ethnolinguistic variation is conceived by most majority groups in terms of problems and deficits rather than resources and differences. This biased conception is evident in government policy definition of ethnic minority groups, with socioeconomic, not ethnolinguistic, status the primary criterion for access to special services. There is an urgent need for policy on ethnolinguistic variation that would explore and extend existing non-indigenous language resources in the Netherlands. Efforts at each educational level should be extended and coordinated, including development of teacher training programs and teacher qualifications. Research is also needed, and a current effort to promote quality second language instruction in elementary and secondary education must be extended to include first and second language instruction at all levels. (MSE)