Questions about the appropriate approach to bilingual or multilingual education are discussed. It is noted that bilingualism was formerly reserved for the elite but that bilingual education should be available to all since it promotes a better understanding of world differences. A few examples (Hong Kong, Singapore, Canada, Belgium, and Switzerland) are cited to illustrate various approaches to bilingual education, including issues of language of instruction and the language proficiency of citizens. In Brunei Darussalam, as in India and Tunisia, languages are offered according to subjects taught. Implications of such language policy are considered. It is suggested that policymakers must remember that two languages are involved (not just the second language) and that strict bilingualism, in which students do not have a first language, may produce students without a soul or a country. It is concluded that education should start with the first language, preferably the home language, and introduce second or third languages after a few years of formal education in the first. Contains 6 references. (LB)