primary language instruction be delivered? (3) What variety of the primary language should be used in the classroom? (4) How can we ensure the prestige of the primary language vis-a-vis the dominant language, English? and (5) How can primary language use be monitored? (89).
Legaretta-Marcaida relies on her own research as well as that of other scholars in the field of education. Her list of references is extensive and shows evidence of serious scholarship. The author has apparently spent considerable time doing fieldwork in bilingual education to supplement the research studies that she cites.
Legaretta-Marcaida's bias in this essay is that the overwhelming bulk of her research concerns Hispanic students. Granted, the anthology in which the author's essay appears is published by the California State Department of Education, and Hispanic students constitute the state's largest language minority. Also in the author's defense is the fact that she cites extensively from a study by Wong-Fillmore (1980) that examines both Spanish and Chinese bilingual programs.
However, some of the suggestions that the author makes wo
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