This book presents a discussion paper of policy alternatives for bilingual-bicultural education. It also includes two critiques of the paper. Since the enactment of the Bilingual Education Act, the U.S. Office of Education has sponsored programs to help low achieving students with little or no command of English by teaching reading, math, and other subjects in the native language. Although not a failure, this approach does not demonstrate that it makes a difference in terms of student achievement, or acquisition of English. Despite mixed results the Congress is committed to affirmative ethnicity, the maintenance of the mother tongue and culture. Bilingual-bicultural advocates want to provide bilingual education and bicultural instruction, i.e., language and cultural maintenance programs to students who are proficient in English. The philosophy of affirmative ethnicity has stirred debate within the government. The basic task before policymakers is to clarify the policy's direction. One suggestion is to tighten definitions of eligible children to insure that resources reach those who are most in need. It is also suggested that maintenance programs be defined as a way of sustaining and building valuable national language resources, opening other worlds to all. (Author/AM)