THIS STUDY WAS DESIGNED TO INVESTIGATE THE SPECIFIC RELATIONSHIP BETWEEN TYPE OF BILINGUALISM (COMPOUND OR COORDINATE) AND THE ENGLISH PRONUNCIATION AND LISTENING SKILLS OF NATIVE SPEAKERS OF SPANISH. THIRTY-SIX STUDENTS FROM VARIOUS PARTS OF LATIN AMERICA WHO WERE COMPLETING A TEN-WEEK COLLEGE PREPARATORY "ENGLISH ORIENTATION" COURSE AT LOUISIANA STATE UNIVERSITY SERVED AS SUBJECTS. THERE WERE THREE PARTS TO THE TEST--(1) AN ENGLISH AND A SPANISH VERSION OF A NINE-ITEM SEMANTIC DIFFERENTIAL TO INDEX TYPE OF BILINGUALISM, (2) A PRONUNCIATION TEST TO MEASURE THE SUBJECTS' FREEDOM FROM SPANISH PHONETIC INFLUENCES ON ENGLISH, AND (3) A LISTENING TEST TO MEASURE THE SUBJECTS' ABILITY TO PERCEIVE ENGLISH PHONES. RESULTS INDICATE THAT THE HIGHER THE SEMANTIC DIFFERENTIAL D (DISTANCE) SCORE, OR THE CLOSER TO COORDINATE BILINGUALISM, THE GREATER IS THE NUMBER OF BOTH PRONUNCIATION AND LISTENING ERRORS A SUBJECT IS LIKELY TO MAKE. WITH DEVELOPMENT OF DIFFERENTIALS FOR SPEAKERS OF LANGUAGES OTHER THAN SPANISH, THESE FINDINGS COULD BE CHECKED FOR THEIR GENERALITY. THE AUTHOR FEELS THAT BECAUSE OF THE PREDICTIVE POWER OF THE SEMANTIC DIFFERENTIAL IN THE CASE OF BEGINNING STUDENTS, IT WOULD BE A USEFUL PLACEMENT-TYPE TEST. THIS ARTICLE APPEARED IN "TESOL QUARTERLY," VOLUME 1, NUMBER 2, MARCH 1968. (DO)