This paper discusses the conflict occurring as a result of two languages and their corresponding cultural bases coming into contact in North America, particularly in the context of bilingual education. Difficulty exists in translating awareness of problems such as language interference, cultural shock, and lowered self-image into attitudinal approaches and instructional strategies. It is felt that the current definition of bilingual education does not consider how children learn and what language they think in. What most teachers identify as linguistic and cultural dysfunction in minority students is seen as cognitive and learning dysfunction in students, and teaching and affective dysfunction in teachers. A better definition of bilingual education would stress languages as tools for thinking, learning, and achieving rather than as mere means of instruction. It is suggested that degrees of bilingualism could be defined, and that bilingual education programs could be established in terms of levels of attainment of the individual learner. Areas that need research to improve bilingual education include cognitive and language development and verbal instruction. Research could determine which skills are best taught through language instruction, and which through other subjects, which skills require language mastery, and what the basis of a curriculum and the criteria of achievement should be. (CLK)