THIS STUDY WAS DESIGNED TO DETERMINE WHETHER A LINGUISTICALLY ORIENTED PROGRAM OF ENGLISH LESSONS DESIGNED FOR KINDERGARTEN CHILDREN WITH SPANISH-SPEAKING BACKGROUNDS COULD SIGNIFICANTLY ACCELERATE PUPIL CONTROL OF ENGLISH. THE STUDY OBJECTIVES INCLUDED--(1) IDENTIFICATION AND DEVELOPMENT OF ADEQUATE TESTS MEASURING SUBJECT'S COMMAND OF ENGLISH SOUNDS, GRAMMAR, AND VOCABULARY,(2) DEVELOPMENT OF SUITABLE EDUCATIONAL MATERIALS TO PROVIDE INTENSIVE ENGLISH LANGUAGE DRILL, AND (3) PROVISION OF SPECIAL TRAINING FOR KINDERGARTEN TEACHERS USING THE DESIGNED MATERIALS AND PROCEDURES. MEASUREMENTS WERE MADE ON THREE POPULATION GROUPINGS BASED ON PRIOR EXPERIENCE WITH THE PROCEDURES AND MATERIALS EMPLOYED. THE CONCLUSIONS DRAWN WERE--(A) THE PHONOLOGY, SYNTAX, AND VOCABULARY OF ENGLISH CAN BE LEARNED BY SPANISH LANGUAGE-ORIENTED KINDERGARTEN PUPILS THROUGH FORMAL CLASSROOM PROCEDURES, AND THE DIFFICULTIES ARE IN THE AREA OF CLASSROOM INSTRUCTIONAL PRACTICES RATHER THAN LINGUISTIC THEORETICAL DESIGN, (B) THE MOST SIGNIFICANT IMPROVEMENTS IN PHONOLOGY AND SYNTAX ARE MADE BY PUPILS OF MINIMAL ENGLISH FACILITY, (C) BOYS RESPOND MORE SIGNIFICANTLY TO PHONOLOGICAL INSTRUCTIONS THAN GIRLS, (D) BASED ON THE RESULTS OF THE PHONEMIC PRODUCTION SURVEY, A MAJOR OBSTACLE IN DESIGNING MORE EFFICIENT ENGLISH LANGUAGE PROGRAM IS THE WIDE RANGE OF PHONEME PRODUCTION ABILITIES OF BEGINNING KINDERGARTEN SPANISH-SPEAKING PUPILS. (GC)