The paper discusses bicultural education from two points of view, the soft-spoken way of Native people and the outspoken way of non-Native people with both groups examined in the context of a teacher training program in the field of education in Alberta. Canada's federal policy toward Native people and biculturalism and problems created by the policy of assimilation toward Native people is reviewed. Teaching of a basic speech communication course that involved making presentations to a class of students is discussed in reference to rating classes of Native and classes of non-Native students in terms of delivery, especially paralanguage. Results were compared and indicated relevant differences in scores between the two groups. The bicultural approach method, used only with Native students, indicated apparent advantages of the approach for teaching speech communication to Native students. Three speculations on why the bicultural approach is beneficial are offered. They are (1) the message gets tailored to fit cultural values and past experiences; (2) when cultural adjustment or change is sought, it can be best introduced, not through centralized planning, but after a study of local needs; and (3) the threat of assimilation by the mainstream is reduced and the threat of categorical imposition of the mainstream avoided. (ERB)