This introduction to the development of bilingual/bicultural programs in Alaska features models depicting the most common basic approaches to bilingual/bicultural education. Program models included are: (1) transitional - moves the child from his native language to English by completion of third or fourth grade and does not attempt to support native language or culture after the early years; (2) full maintenance - develops all skills in both languages and maintains the dominant language while encouraging development of the minority language; (3) partial maintenance - teaches fluency and literacy in both languages and, although it restricts use of the native language to certain subject matter, maintains the native language and promotes literacy and cultural growth through all grades; and (4) monoliterate - develops speaking and comprehension skills in both English and native language but does not teach literacy skills in the native language. There are short sections on student selection, state regulations, program funding, and program evaluation. A section on program development includes items under needs assessment, community/parent involvement, program design and development, curriculum and classroom materials, staff requirements, and program/student evaluation. (CM)