The resource manual is designed to provide educators with information regarding some of the resources available in bilingual education for language minority students. It may also be useful to parents and community members involved in policy formation or interested in being well informed about bilingual education. The first section outlines the evolution of bilingual education, giving a historical perspective on both federal and some California state legislation and guidelines. Subsequently, practical program design and implementation issues are discussed and appropriate resources are identified. These issues include identification and assessment of limited-English-proficient (LEP) students, and alternative curriculum models, including full, partial, and transitional bilingual programs, language maintenance, bilingual individual learning program, underachieving linguistic minority student supplemental education, and high-intensity English-as-a-Second Language instruction. A subsequent chapter discusses two theoretical issues in language development of LEP students: use of vernacular language and emphasis on cultural identification and pride. An annotated bibliography cites current research on a number of the topics previously discussed. Finally, articles on formal English as a second language and on cognitive style in bilingual education are appended. (MSE)