The purpose of this paper is to present a practical model for determining and depicting language dominance, given the general nature and needs of bilingual education programs in the United States. The author proposes the use of parallel tests of aural ability to indicate initially the language dominance of children who, for example, are otherwise commonly classified as "Spanish-speaking" or "bilingual" based upon surname. It is shown how the results can be organized for placement or programmatic purposes into a continuum, ranging, for example, from Spanish-to-English dominance. Several possible linguistic and programmatic patterns are discussed; tables and illustrations are included. (Author/SK)