EVERY CHILD SHOULD LEARN TO UNDERSTAND A SECOND CULTURE AND ITS LANGUAGE IN ORDER TO COPE WITH INTERCULTURAL CONFLICTS. THIS, HOWEVER, DOES NOT MEAN IT IS NECESSARY TO BELONG TO TWO CULTURES, SINCE INNER CONFLICT RESULTS UNLESS ONE IDENTIFIES HIMSELF WITH ONE WAY OF LIFE OR THE OTHER. THE BI-CULTURAL CURRICULUM PROPOSED IS A MIDDLE GROUND BETWEEN TWO EXTREMES--IMPOSING THE MAJORITY'S LIFE STYLE AND ALLOWING THE COMPLETE SUBSTITUTION OF ANOTHER. THUS, THE BEST FEATURES OF EACH CULTURE WOULD PREVAIL, POSSIBLY LEADING TO THE EVENTUAL CONVERGENCE OF THE TWO. THIS BI-CULTURAL CURRICULUM WOULD PROVIDE THE BEST CHANCE OF ACCOMPLISHING TWO OBJECTIVES--(1) THE MINORITY STUDENTS WOULD HAVE THE SELF-CONFIDENCE OF A SECURE HOME CULTURE, AND (2) THE MAJORITY OF STUDENTS WOULD BE RELIEVED OF THEIR SUPERIORITY COMPLEX. THE PLAN FOR DEVELOPING THIS SORT OF BI-CULTURAL CURRICULUM WOULD REQUIRE THE DEVELOPMENT OF A DESCRIPTIVE KNOWLEDGE OF CULTURES, AND THE APPLICATION OF THAT KNOWLEDGE IN THE CURRICULUM. ONCE THIS DESCRIPTIVE KNOWLEDGE IS ACCUMULATED THROUGH RESEARCH, IT THEN BECOMES THE TASK OF EDUCATORS TO PROPERLY SEQUENCE EXPERIENCES WHICH WILL PERMIT STUDENTS TO ASSIMILATE THAT KNOWLEDGE. THIS REPORT WAS PRESENTED AT THE ANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL OF FOREIGN LANGUAGE TEACHERS, NOVEMBER 10-11, 1967, EL PASO, TEXAS. (ES)