Many of the deficiencies of bilingual/bicultural programs at present are due to short-sightedness as to the real scope of bilingual/bicultural education. This article expands the scope of some of the current theory and points out reasons for the inefficacy of some bilingual/bicultural programs and suggests methods whereby programs could be improved. The article is organized into the following sections: (1) the international scope of the problem and some background; (2) statistics of civil service exam failure rates, indicating which ethnic groups are the most culturally disadvantaged; (3) a discussion of Asian-American linguistic and social voicelessness, because of their traditionally quiet character and their lack of knowledge of English and of American social skills; (4) typical bilingual/bicultural programs and their inadequacies; (5) children's textbooks from China as good models to use in the education of Asians; (6) some orientation techniques for sensitizing persons involved in cross-cultural education; and (7) some cross-cultural curricular concepts for Asians in America. The overall suggestion is that bilingual/bicultural programs should be more pluralistic in every way. (TL)