The creation of a classroom that is more receptive to individual and cultural differences and the inclusion of the intangible elements of culture in the total instructional plan will increase the effectiveness of the educational process in bilingual-bicultural programs. In planning a cultural component for the bilingual-bicultural classroom, the tangible and intangible elements of culture should be included. The tangible elements, such as language, songs, dances, and legends, are closely related to subject matter and thus can be taught systematically. The intangible elements, such as values, ideals, and attitudes, cannot be taught methodically or directly, but are learned through personal interaction with members of the culture group. Since the intangible elements involve process more than subject matter, they should be incorporated into the instructional processes used in the classroom. These general methods and approaches are recommended as the basis for all the content areas: (1) the creation of a classroom environment receptive to individual differences; (2) the use of the classroom as a multicultural resource center open to all interested persons; (3) a diversity in teaching and learning styles; (4) a flexible curriculum with attainable goals, responsive to student interests; (5) the teacher's role as a counselor rather than a dictator; (6) teachers and curricula that promote the motivation to learn; (7) the use of field experiences; (8) heterogeneous grouping; (9) peer teaching and learning; and (10) cross-age teaching and learning. (Author/LG)