A discussion of the future of education for language-minority students in the United States looks at proposed legislation and other government initiatives and prevailing educational reform movements. It is argued that reform in this country must begin with a change in attitudes toward and expectations of language-minority and limited-English-speaking students, and followed up with carefully planned instructional approaches. Significant recent initiatives are cited, including the National Educational Goals statements, Goals 2000--The Educate America Act of 1993, the School to Work Opportunities Act, and the Improving America's Schools Act, the reenactment of the Elementary and Secondary Education Act. It is proposed that to create and sustain the change needed, two elements will be required: bold, innovative action and certain specific expectations of schools, state education agencies, colleges and universities, parents, and the Department of Education. Expectations for each of these groups are outlined, and a vision of the future of education in the United States is offered. A list of references, a brief annotated bibliography, and a list of resource organizations and projects are appended. (MSE)