This report describes a demonstration project whose instructional design implemented sociolinguistic concepts in bilingual education and compared two approaches, the New Concurrent and the Language Separation approaches. The first section is a review of research studies concerning this instructional design. The second, third, and fourth sections describe the selection, responsibilities, and inservice education of teachers and aides. The fifth section describes enrollment patterns, and the sixth section summarizes the research portion of the project. The seventh section describes the purchase of equipment and materials and the benefits to the teaching staff, children, school district, and university of the use of federal funds. Section eight discusses parent involvement, and section nine outlines methods of student, program, and personnel assessment. Section ten summarizes the findings concerning nine project elements: the project children's academic potential, the demonstration objectives and research findings, impact on the district, the significance of support by a local educational authority, the teacher-aide teams, the future of the bilingual methods tested, the contribution to bilingual research, and the replication potential. It is concluded that both methods tested are valid options and that the demonstration project is a valuable method for conducting research. (MSE)