The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables through a variety of quantitative and qualitative procedures. This report consists of papers written by education researchers concerning the findings' compatibility with other research. They include: "Five Significant Bilingual Instructional Features: A Summary of Findings from Part I of the SBIF Descriptive Study" (William J. Tikunoff); "Active Teaching, Teacher Expectations, and Student Perceptions in Regular and Bilingual Settings" (Thomas L. Good); "Effective Language Use in Bilingual Classes" (Lily Wong Fillmore); "Second Language Acquisition in School Settings" (Christina Bratt Paulston); "Implications of the SBIF Descriptive Study for Teacher Education" (George M. Blanco); and "Functional Language Proficiency in Context: Classroom Participation as an Interactive Process" (James Cummins). (MSE)