The results of a series of three studies of classroom factors influencing English oral language development in Spanish speaking bilingual elementary students are reported. Teacher control of oral language practice, extra practice in oral language encoding for bilingual students, and similarities between the English proficiency scores of children in bilingual and regular programs were investigated through observation of children in bilingual and regular classrooms. The findings supported the hypothesis that bilingual children in bilingual classrooms would not differ significantly from those in non-bilingual classrooms in regard to oral language skills. Children are learning or failing to learn the same quantity of language in all elementary programs because teachers do not direct oral encoding. Methodologies used in bilingual programs were not found to be unique to bilingual education. A need for new language teaching methods for bilingual classrooms is indicated. Sixteen learning activities are suggested as a means of promoting oral language development by intensifying language learning environments in the classroom and the home. (RW)