This study constructs and applies an evaluation model to determine if bilingually instructed children in a particular educational program suffer a loss in linguistic, academic, or cognitive growth, and determines whether their self-image and attitudes toward the two salient ethnolinguistic groups are less favorable than those of their monolingually instructed counterparts. A small-scale sociolinguistic survey of the participants and their immediate families was conducted, and a socio-cultural description of the community was made in order to place the program in the greater environment in which the program operated and in which the children functioned and lived. A review of the literature, examination of the community, design of the study, analysis of data, and discussion, summary, and recommendations are included. Several listening tests and other project-related materials are appended. A bibliography and list of tables are included. (Author/RL)