Bilingualism as an individual and societal phenomenon can be examined from linguistic, psychological, and sociocultural perspectives. Bilingual education often links language and ethnicity, resulting in diversified curriculum goals. This book explores various dimensions of language and bilingual schooling which affect the education of ethnolinguistic minority children. Bilingual programs serving language-minority children differ from those serving mainstream English speakers. The differences generally surface in terms of compensatory versus enrichment programs and subtractive versus additive types of bilingualism. Language teaching strategies, classroom discourse processes, and language/cultural attitudes all operate in a bilingual school context. Language policies, reflecting societal goals, priorities, and intergroup relations, however, more directly influence the mission and success of bilingual schooling for all children. This book includes material from many sources: (1) Federally funded research projects, (2) doctoral dissertations, (3) journal articles, (4) texts, and (5) unpublished reports. (LHW)