The author states that in those classrooms where the dual-language-model approach is implemented on a daily basis, second language acquisition takes place faster than in those classrooms where adherence to the model is ignored or used sporadically. According to this approach, each model functions independently utilizing teaching techniques common to many classrooms, e.g., small group and individualized instruction, peer teaching, and learning center activities. However, in a bilingual/bicultural atmosphere the models teach the entire class as a team during specific times and for specific objectives. (SK)