This paper continues the work undertaken in the first monograph on the complex issue of cultural pluralism and bilingualism. It explores two changes in perspective which have occurred since the late 1960's: (1) the establishment of other or second language schools as a response to the growing importance of language as a political issue and (2) the nature of the research effort in second language learning and new approaches to linguistic analysis. An attempt is made to assess the complex interrelationships of the component factors which influence the language learner in a range of bilingual situations. The theme is developed through a review of literature and empirical studies. First, a review is made of research into language learning, child language, cognitive development theories, and linguistic theory. Methods applying these theories to second language instruction are also reviewed. The second part of the paper is devoted to a review of studies of bilingual programs in societies in which the language groups exist in more or less equal social relationships. Studies are also reviewed that address the problem of language and identity, with special attention to communities or societies where two or more ethnolinguistic communities exist in unequal or unstable relationships. (AMH)