A comparison was made between disadvantaged, Spanish-speaking elementary school pupils taught science in English by the oral/aural (OAE) method and those taught the same science content in English with non-oral/aural (NOA) instruction. Both the Ott-Jameson Test of individual oral expression and a group, pencil and paper test of responses to spoken English were administered to 58 pupils in September, 1965 (pre-test) and May, 1966 (post-test). It was found that instruction using non-aural/oral techniques and a rich content, such as that provided in the "AAS: Science, A Process Approach," is as effective as intensive language instruction using oral/aural techniques in developing competency in hearing and understanding English vocabulary and differentiating contrastive phonology and grammar. The highly significant gains of pupils in the OAE group in the production of spoken English, however, substantiates the need for audio-lingual techniques in teaching English as a second language, especially to provide a rapid command of spoken English. It is recommended that "the benefit of oral/aural techniques be combined with content drawn from science, social studies, mathematics and literature to produce a language instructional program based on meaningful experiences." Further research and testing are needed in using content to teach language skills, as is a Standardized scale for language competency. See ED 010 048, AL 000 981. (JD)