This monograph attempts to integrate experience and research findings in several related disciplines and bring them to bear on the problem of how to make language programs in schools simultaneously accommodate the needs of both the language curriculum and the general curriculum. It addresses four issues: (1) how specific languages, in all their varieties, are typically used to convey general information through various spoken and written channels to children in schools, and how they are susceptible to change; (2) how students' language proficiency, as individuals and as groups, affect acquisition of other knowledge and skills, and vice versa, in a typical school; (3) options available to language specialists in relating the monolingual, bilingual, or multilingual curriculum to language syllabi, tests, and instructional sequences in language courses; and (4) in cases where choice of language media and language subjects has not ben dictated by educational policy, or is otherwise subject to change, what the most important considerations are in determining the kind of language to be used for each type and level of instruction, in both language and general curriculum. (MSE)