An analysis of the Immigration Reform and Control Act of 1986 (IRCA), which requires basic English language proficiency and knowledge of United States history and civics of illegal aliens seeking permanent residency status, suggests that the Act is an example of poor language planning. The analysis has three components. First, the legalization requirements in Title II, are discussed and the education requirement is explained in the context of IRCA's legislative history. A profile of the typical undocumented resident in the United States who is affected by IRCA is then presented, and the effect of the education requirement on institutions that offer English and citizenship courses for foreign-born residents is examined. Finally, the IRCA education requirement is discussed within the context of language planning, and it is argued that while the IRCA education requirement appears to be an attempt at language acquisition planning, it is nothing but a token measure in the legalization process enacted because the cost of deporting millions of illegal aliens is prohibitive. Further, the enforcement of the requirement is interpreted as a statement of the United States mainstream society belief that English must be upheld as a symbol of a core American culture. An 18-item bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)