This study examined the effect of an English intervention program on Singaporan pupils' proficiency in listening and spoken language skills in English and their native language. In 1966, the Singapore Ministry of Education instituted a bilingual school program to ensure that children developed a command of English and one native language. In 1983, the Institute of Education began a longitudinal study consisting of three phases. In the first phase, kindergarten children were tested for language, mathematics, general cognitive skills, and social behavior. In the second phase, teachers at nonprivate kindergartens received special training in language teaching. Teachers in one group were trained by institute staff; those in another group by supervisors at their local schools. Parent involvement in education is currently being studied in the third phase. The effectiveness of the teacher training intervention was assessed by means of a test of the language skills of children taught by the two groups of trained teachers studied in the second phase. Results indicated that these students made gains in language skills. Both groups of students made significant gains over a control group of children whose teachers had not received training. Gains made in knowledge of English words were exceptionally encouraging. However, the native language skills of children in the group whose teachers were trained by institute staff were adversely affected by the intervention. A reference list of 15 items is provided. (BC)