In my thesis I study one of the most complex problems of the education of Limited English Proficient (LEP) students in the United States, California. The concepts ‘Limited English Proficiency’ and ‘Limited English Proficient Student’ were created few decades before, when experts of education began to realize that the low achievement of student population in US public schools was due to the high percentage of students who did not speak English. In my thesis I am going to examine the approach of Sheltered English Programs and a specific type of Bilingual Programs, the Dual English Immersion programs to the linguistic, and sociocultural heritage of students that I think is extremely important, because there is an immediate and mutual relation between academic achievement and the programs attitude toward the cultural and linguistic inheritance of LEP students.