The important cooperative relationship between the school and its community assumes even greater importance when the learners are speakers of other languages. The single most important motivating force in learning a new language is the attitude of learners and their parents toward the new language and its speakers. Of all the responsibilities the schools have toward parents and the community, five have top priority: (1) developing a large number of truly bilingual teachers; (2) preparing bilingual teacher's aides; (3) establishing improved channels of communication between school and community; (4) developing mutually accepting relationships between English speakers and speakers of a second language; and (5) orienting teachers, supervisors, and curriculum writers in realistic attitudes toward their learners and their problems. Discussed are suggestions for possible school-community activities and techniques already adapted by some schools. The author stresses the importance of fostering positive attitudes on the part of school personnel toward non-English speaking parents. All the factors within the community--the language spoken by the majority of its members, and the socioeconomic and literacy levels--should be considered by the teachers and administrators. (AMM)