Twenty-four symposium participants from across Canada, all working in some way on language development in Native education, presented summaries of their work and then identified the most serious and widespread problems in the field and made recommendations for improvement. Six major problem categories were identified: (1) language and language problems are important throughout the school curricula, not merely in language arts programs; (2) communication and cooperation among all parties in Native education must be improved; (3) all teachers must be trained to understand and deal with language problems; (4) Native dialects of English or French must be better understood and respected by workers in Native education; (5) there is a shortage of teachers trained to deal with Native language development; and (6) there is a shortage of curriculum materials for Native language development. Recommendations addressing the problem areas dealt with adopting the principles of bilingual education, establishing communications among people involved in Native language development, improving teacher training, creating curriculum materials, and identifying sources of funding. Recommendations for TESL (Teaching English as a Second Language) Canada included instituting a special interest group and a newsletter to deal with issues of language in Native education, and organizing meetings on the subject. (JHZ)