This paper discusses several interrelated features of microethnography that are relevant and useful for the study of bilingual schooling. It is argued that an interactional approach provides a powerful way to study systematically the organization of bilingual learning environment, identify areas of difficulty, and suggest concrete interventions for beneficial change. A recent study conducted in a bilingual school is used to illustrate the following key aspects of microethnography: (1) the use of videotape as a data collection tool, (2) the participation of teachers as co-researchers, (3) the study of context as an interactional notion, (4) the use of communicative activities as unit of analysis, and (5) a focus on the role of the adult in the construction of learning environments. It is shown that microethnographic studies provide valuable insights into how learning is mediated by the adults in the classroom and how concrete activities of communication shape the way children cope cognitively with different learning tasks. This information can be used to help teachers in bilingual programs coordinate the organization of lessons in two languages so that the children can take advantage of all their existing and developing skills as they participate in formal lessons. (Author/AMH)