Considerations in teaching students from linguistically diverse backgrounds are outlined. The instructional program must consider: (1) the social, economic, and political circumstances of the students' families; (2) their reasons for being in the United States and the length of their residence; (3) their attitudes toward the English-speaking group and English; (4) their attitudes toward their own language and cultural maintenance; (5) parental aspirations; and (6) the social, economic, and political considerations within the United States. In light of these points, the merits of four education models--the Monolingual Mother Tongue, Transitional Bilingual Education, Maintenance Bilingual Education, and Monolingual Second Language Education--are discussed. Any model chosen must: (1) utilize a variety of techniques and texts appropriate to the situations; (2) explore pre-existing parent, student, teacher, and community attitudes; (3) increase the cultural awareness of teachers; (4) provide teachers with curriculums from their students' home countries, (5) help teachers utilize community resources; and (6) train teachers to maintain classroom discipline appropriate for all age groups. (PMJ)