It is argued that language minority education has generally been perceived as a separate program or model, and as a result has often become marginalized within its larger school setting, which negatively influences students, teachers, and the program. An alternative approach to program design, intended to avoid this marginalization by making language minority education an integral part of the entire school, is proposed. The key elements of such a program are described, including shared responsibility among staff members for all students, a coordinate curriculum with teacher collaboration, and student integration based on the principle of equal status. It is suggested that while this approach requires adjustment on the part of minority students and regular teachers as well as language minority students and specialist teachers, integration can be achieved in only such a setting. The challenges teachers must meet include organizing the classroom for integration rather than "submersion," with organization of tasks that assumes equal capability on the part of language-minority and language-majority students. Contains 40 references. (MSE)