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This article documents a Macedonian/Albanian dual-language immersion programme in Macedonia and recommends how to structure bilingual programmes that build community between language groups where there exists an unequal power structure between the two languages. These language groups have a long history of ethnic conflict in the Balkans which was the basis of the war in Kosovo in the spring of 1999. The community building that occurred in the programme was documented through dialogues with the programme's teachers using a participatory research model. Community building was defined through determining that the use of both languages in the classrooms increased in the participants' ability to develop cross-ethnic friendships, to develop understanding and respect for the two languages and cultures represented in the programme and to resolve conflicts among themselves. Although the dialogues with the teachers affirmed that community building occurred, the use of the Macedonian and Albanian languages did not actually equalise as Macedonian became the language most often used in the classrooms. This was due to the connection between language and power. This article proposes that more than good bilingual programmes are needed to create actual equality among language groups. Bilingual classrooms have to be transformative classrooms.
