The 12 articles in this book present diverse views of bilingual and multicultural education. Three sections contain chapters on the following topics: theoretical and philosophical views; policy, administration, and teacher training; and bilingual and special education. The three chapters in section one are: "Problems in the Study of Second Language Learners" (Andres Barona and Cynthia Gonzalez); "Major Guidelines To Be Followed in Developing a Successful Bilingual/Multicultural Teacher Education Program" (Anne Richardson Gayles); and "Code-Switching, Intuitive Knowledge, and the Bilingual Classroom" (Adalberto Aguirre, Jr.). The six chapters in section two are: "Interactional Style of Teachers and Parents during Bilingual Instruction" (Eugene E. Garcia); "A Study of Training Needs in Preservice and Inservice Bilingual Education" (William L. Johnson, Billy E. Askins, Leslie Huling-Austin, and John Robinson); "The Relative Importance of Bilingual Education in the Maintenance of the Minority Language" (Eliverio Chavez); "Training for Minority Language Parents: Are We Providing Them What They Want or Need?" (Jim Bransford and Rodolfo L. Chavez); "Chicana Doctoral Students: Another Look at Educational Equity" (Jayni Flores); and "A Comparison of Bilingual Education Policies and Practices in Peru and the United States" (Liliana Minaya-Rowe). The three chapters in section three are: "A Survey of Bilingual Special Education Inservice Needs: Perceptions of Educators from a Rural State" (Ofelia Miramontes, Leonard Baca, and Nancy Rowch); "The Interaction between Families of Culturally Diverse Handicapped Children and the School" (Anne Gallegos and Roberto Gallegos); and "Assessing Limited English Proficient Students for Special Education" (Mary Beth Ryan). (CBH)