The language separation approach to bilingual teaching is compared to three kinds of language alternation approaches, "flipflopping,""concurrent translation," and the "New Concurrent Approach" (NCA). The approaches are categorized as conventional, unstructured, and structured, respectively. The effectiveness of the NCA is compared favorably to the other approaches in terms of San Antonio's Title VII demonstration project in bilingual methodology. Five NCA class segments are analyzed with special emphasis on description of corpus, teacher talk, and student talk. Transcriptions of teacher-student dialogs are included. The discussion stresses that through sufficiently long speech samples in each language the child develops the languages simultaneously. This is demonstrated by the grammaticality of almost all child responses. Furthermore, children have developed interlinguistic flexibility as they alternate between languages with ease. It is concluded that the reservations held by many in regard to language switching in the classroom do not hold for NCA as this approach enables the child to develop the home language, become proficient in the majority language, and learn the school subjects at the same time. (AMH)