This paper describes Bilingual-Bicultural (BiBi) instructional programs for students with hearing impairments and proposes a model for BiBi instruction which uses parents as partners with instructors to develop the linguistic abilities of hearing-impaired students. In the model, traditionally spoken languages are conveyed via cued speech instead of manually coded English (MCE) systems on the basis of three advantages of cued speech over MCE systems: (1) task differences in learning to cue or sign English; (2) how completely signs and cues convey English; and (3) the energy needed by fluent signers or cuers to convey English to children with hearing impairments. Because of their proximity to the child during the optimum language learning period (ages birth to 6), parents are described as being in the best position to serve as linguistic role models and interact naturally with the child in developing a first language. The importance of utilizing the strengths of parents to develop their child's competence in a native home language is emphasized. Contains 17 references. (CR)