This report offers a conceptual model for use with language minority children who are entering a new school when they must acquire the language of the majority student population. The model has four development components or processes: sociocultural, linguistic, academic, and cognitive. These four components are described in detail. Research is offered to support the model, including issues of first and second language acquisition, academic second language proficiency, bilingual education, role of the first language and the input and interaction in language development, and the sociocultural context of schooling. Findings from author research suggest that two-way bilingual education at the elementary school level is the most promising program model for the long-term academic success of language minority students. Especially for students in grades K-12, uninterrupted cognitive, academic, and linguistic development are essential to school success; neglect or over-emphasis of one component may affect long-term growth. Research has indicated that it takes the most advantaged students 4-12 years of second language development to reach deep academic proficiency to compete successfully with native speakers. Alternate program suggestions are offered regarding academic achievement for linguistic minority cases where first language instructional support cannot be provided. (Contains 32 references.) (NAV)