Having taught an introductory course in the sociology of bilingual education on five recent occasions (Hebrew University 1972-73; Yeshiva University, spring 1975; Harvard University, summer 1976; Teachers College [Columbia University] and University of Hawaii [Summer Linguistic Institute], summer 1977), I would like to share with my colleagues and others inter ested in bilingual education the main outlines of my efforts in this connection. Since most stu dents in my courses have been trained as teachers, psychoeducational specialists, and/or lin guists, I have tried to add to their previous professional perspectives additional theory, concepts, and data derivable from sociology in general and from the sociology of bilingual education in particular. I do not seek to imply that sociology can or should replace the educational, psycho logical, linguistic, historical, economic, political or other perspectives, but rather that with sociological and sociolinguistic perspective our ability to predict, explain, and understand bi lingual education is demonstrably greater than it is without such perspective (Fishman 1977a). Among the major parameters of this perspective I take to be the frequently overlooked antiquity of bilingual education, its current geographic omnipresence the world over, its overall quanti tative hugeness, and its curricular variability?all of which can best be grasped and appreciated in comparative sociological terms and via a societal level of analysis (Fishman 1972b). The fol lowing eight sections are all intended to contribute to such an analysis.
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