This paper argues for the development of a new type of combined bilingual and bicultural/multicultural program or curriculum based on recent research. Some issues concerning bilingual education are addressed, followed by a short review of the findings of ethnographers concerning cultural differences in the classroom. The applicability of the Whorf hypothesis to the field of language education is considered. Finally, observations done at Potter Thomas elementary school are incorporated to illustrate the need for and potential of the type of program proposed. (Author)