This document asserts that historical, legal, demographic, and other forces indicate that language issues will be a primary focus of future policy contention. Economic formations, demographic movements, class assignments, and political organizations are described as they shape the relationship between language, education, and community identity. This relationship is used in examining the role bilingualism plays in education and in community identity. Also examined are legislative decisions affecting bilingualism and the potential of politics and society in securing the future of bilingual education. Federal, State and local level activities which could act to bring about educational approaches reflecting the Puerto Rican community's needs and values are suggested. Utilization of the potential strengths, present capacities, and untapped resources of the Puerto Rican community in achieving the desired language goals is called for. A Puerto Rican Education and Language Research Institute is proposed for furthering language planning and community development around language and education concerns. In addition, strategies for developing an adequate data base on the Puerto Rican school situation in the United States are suggested. Appendices include a brief history of and list of participants in the National Puerto Rican Task Force on Educational Policy, a description of Public Law 94-311, suggested for updating 1970 census figures for local Puerto Rican populations, and an educational profiles study questionnaire prepared by Aspira of America. (Author/EB)