Instructional materials, bilingual programs, and developments in second language learning research and methodology are discussed, primarily in terms of their implications for ethnic schools. The rationale is given for an ongoing analysis of instructional materials for ethnic bias, and a few examples of positive treatment of ethnicity from current elementary school textbooks are noted. Following a brief outline of four types of language programs, some aspects of the research in second language learning and methodology are discussed in terms of their application to teaching in ethnic schools. Nine pertinent elements from guidelines prepared by professional organizations for foreign language teachers are synthesized. Finally, suggestions on the use of songs, role playing and games, and a short annotated list of instructional materials are provided. (AMH)