This discussion focuses on the growing trend in deaf education toward bilingualism/biculturalism, with special emphasis on schools for the deaf in Canada. American Sign Language and la Langue Signes Quebecois on the one hand and English and French on the other are used as examples of bilingualism. Biculturalism is seen in the deaf individual's participation in both deaf and hearing cultures around the world. Theoretical assumptions of monolingual/monocultural approaches are contrasted to those of bilingual/bicultural education. Trends at specific schools in Canada, the United States, and Sweden are examined. An evolving paradigm which sees English as a second, rather than first, language for people with deafness is noted, as are trends toward increased community support for deaf bilingual/bicultural education and for general bilingualism. Trends in research are also identified, including new insights into how deaf children read and a paradigm shift which views deafness as a difference rather than a deficiency. Theoretical aspects of bilingualism are reviewed and a new model of deaf education is formulated. Specific implications of this model are drawn for families and for universities. An appendix summarizes course requirements in 33 programs for preparing teachers of individuals with deafness in the United States and Canada. (Contains 47 references.) (DB)