A program designed to decrease the number of linguistically differentiated, nonstandard speakers of English in Texas classrooms and to help potential dropouts attain proficiency in the use of English (thereby allowing them to achieve mobility in the dominant Anglo-American culture) is described in this report. The program provides linguistically different Negro and Mexican-American students the opportunity to acquire skills in standard spoken English. The problem is reviewed in general terms with emphasis placed on the sociocultural implications of dialectal variations. A review of the literature precedes a detailed description of the program implemented at Ector High School. A summary, limitations, conclusions, and recommendations concerning the project are included. Appendixes contain relevant project information and sample questions and exercises used. A bibliography is provided. (RL)