This paper examines the contradictory data of research studies on bilingual education from the viewpoint that such data will make sense only if we consider bilingual education as the result of societal factors rather than as the cause of certain behaviors in children. Schermerhorn's theoretical framework for research on ethnic relations (with the independent variables of sequences of interaction, degree of enclosure, and degree of control) is utilized in an attempt to account for the various results of bilingual education programs. Wallace's scheme of revitalization movements is also briefly touched upon. (Author)