Oral history is but one of several methods of examining history, yet it holds powerful implications as a tool of instruction within the bilingual classroom. The most compelling rationale for integrating oral history techniques into bilingual social studies is that generally oral history has remained virtually isolated from most bilingual elementary classrooms. It is an exciting teaching strategy which can develop a variety of skills and competencies in learners and is a refreshing approach not only to bilingual social studies, but also to language arts and other subject areas. Socialization is enhanced as students and teachers work jointly and as students go out into their various communities and become involved in the interview process. Interaction with interviewees and consequent listening, editing, and transcription expose students to different terminology, dialects, etc. After bilingual teachers become familiar with oral history techniques, they can conduct interviews with local citizens and take two or three students along so that all are involved in the learning process. Students can interview different family members and gear their interviews toward various themes such as immigration, religious attitudes, musicology, etc. Oral history projects should conclude with a planned finale--a little publication of excerpts, an exhibit, or an honoring of narrators. (BRR)