This bulletin attempts to underscore the numerous school-related difficulties experienced by students whose dominant language is not English, and suggests steps that school administrators and teachers may take to alleviate the problems. Among the issues considered are: types of entering language behavior, possible problematic combinations of home language and school language, dual language maintenance programs, optimum type of bilingual/bicultural education, support bilingual programs, and suitable language learning environments. A brief annotated bibliography is also provided. (DB)