This paper describes the positions taken by culturalists and by language sociologists with regard to bilingualism, and discusses the implications of their positions for bilingual education. The former emphasizes duplication of the two languages, the latter their compartmentalization. The first position may not justify a carefully planned bilingual program; the second may prove too rigid for a fluid society. A conciliatory solution is suggested which makes extensive use of skillful code-switching, and which avoids compartmentalization and redundancy while in essence being a full bilingual program. An innovative program at the University of Texas as San Antonio is cited as an example of such a bilingual bicultural program. (Author/AM)