The multiethnic situation in American schools in the 1980s can be compared to that of Britain in the 1960s, when a sudden influx of non-English-speaking children in great numbers taxed the resources of an educational system dedicated to the English language. Arguments favoring multicultural education are increasing in both countries, and the need for a multilingual curriculum and parent involvement are also recognized. In 1981 Britain's School Council undertook a major program to offer assistance in the form of resources and guidelines to teachers wishing to extend the native language skills of their primary students. Teachers developed instructional materials promoting intercultural communication, and materials for other teachers, especially those not speaking the students' native languages. American programs and publications have focused on similar issues in minority language instruction. However, developing a unified policy in conditions of wide diversity is a complex undertaking, involving immigrant parent attitudes, minority isolation, discrimination, and economic disadvantagement. American school districts are choosing a middle ground, allowing students to retain literacy in their native languages while providing English instruction. As the debate continues in both countries, more research, curricular materials, and teacher education are needed. (MSE)