In an effort to assess the educational needs of bilingual/bicultural Americans and the extent to which community colleges are meeting these needs, this essay cites numerous studies that have focused on various aspects of the issue of bilingual/bicultural education. First, the review refers to studies acknowledging the benefits of bilingual education and other studies that reveal the lengthy history of bilingual programs, as well as the rarity of such programs. Next, the differences between "equal access" and "equal benefits" are discussed, and two models for bilingual education--the Maintenance Model and the Transitional Model--are considered. Subsequently, legislation is pointed to which provides federal aid for the development of bilingual programs, and then, the implications that ensuring legislation and judicial decisions have for the community college are discussed. Next, the key position of the bilingual teacher aide is analyzed, and studies that have examined the role, responsibilities, training, and attitudes of the bilingual teacher aide are reviewed. Finally, several recommendations are made. These recommendations focus on the importance of bilingual aides, community college responsibilities, the creation of a National Resource Center for the training of teacher aides and paraprofessionals. The functions of this Center are enumerated, and a bibliography included. (AYC)