Early Russian religious and educational influences on the 20 various Alaskan Native languages are described, followed by those of American origin in schools and religious groups after the American purchase in 1867, all of which show the development of diglossia and language shifts. The present dual educational system, which includes state schools and Bureau of Indian Affairs (BIA) schools, has contributed to shifts in language use from Alaskan Native languages to varieties of English or combinations of both. Alaskan Native and non-native students learn native language-specific dialects of English which have their own phonological and syntactical characteristics. Teacher attitudes, knowledge, and understanding, as well as differences in culture-specific modes of discourse, and the use of formalized textbook English are seen as factors which create interethnic communication problems. The geographic and cultural isolation has also been influential in creating a lack of language proficiency and educational achievement. Recommendations for student eligibility for the bilingual program in ESEA Title VII include: identification of limited English proficient students by teacher recommendations and testing; documentation of community language and cultural influences by languages other than English; and description of historical community cultural contribution to the limited English proficiency of target students. (JD)