During the last decade, bilingual programs have increased dramatically in number and scope; but there are still many problems to be resolved in implementing cultural pluralism. The definition of who is bilingual is an important issue. Bilingual programs currently in existence vary between the widely used transitional model (where instruction is conducted in both languages for the first three years schooling, but in the third year instructors make the transition to a sole reliance on English as the teaching language) and reciprocal bilingualism, where children of the mainstream are exposed to instruction in two languages in their early years. The large majority of programs currently in existence lack effective parental participation. New approaches to assessing language proficiency are now being developed. Established programs are now pioneering in the development of culturally relevant and interesting materials; a national network of Materials Development and Resources Centers is in service. The trend in current evaluative efforts in bilingual education is in the direction of a narrower set of objectives, for a uniform and standardized assessment of outcomes is now required for federally funded programs. (Author/JM)