The current growth of interest in intercultural communication skills may be poorly directed. Unlike TESOL programs, bilingual and intercultural communication programs are designed to promote knowledge and experience in more than one language culture. Bilingual education's transformation into a program directed not at promoting true bilingualism, but at a "problem" group of nonnative speakers should serve as a warning to intercultural communication programs. The targets of such education should not be seen as problem people; indeed, Americans may be more in need of intercultural communications skills than members of other groups. Some research in bilingualism indicates that our initial predispositions toward positive effects of intercultural communication training must be tempered by a willingness to grapple with potentially negative effects as well. More good research in linguistics and in the acculturation process is also needed to create a firmer basis for choosing among various potential pedagogies. Armed with accurate knowledge and training, people in the field of intercultural communication will be uniquely positioned to contribute to bilingual and TESOL programs as well. (JL)