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This report provides a selection, description, and summary of programs and research involving two languages of instruction. It identifies theoretical questions raised in the literature, but the main emphasis is on the structures, goals, and outcomes of second language programs at the elementary school level. Many issues discussed are specific to different types of programs, such as those designed to achieve bilingualism for students from dominant language groups (e.g., French or English immersion programs in Canada), as well as native language programs that utilize the mother tongue of students from minority language groups (e.g., Italian-Canadians, Spanish-Americans). Most of the native language programs reviewed have been initiated in the United States, although the changing situation in Canada and, specifically, Toronto is also included. There is a clear indication that motivational and attitudinal factors are related to the success of second language programs. In addition, social-political factors must be considered. Evidence suggests that students in second language programs do not suffer academically, especially when longitudinal comparisons are made with appropriate tests and controls. Furthermore, native language programs may have specific benefits in the domain of social and personal factors. (Author/KM)