The research described in this paper examined nonverbal factors affecting the education of Chinese American children in bilingual/bicultural classrooms. The purpose was to define how such variables as interpersonal distance, arrangement and use of space, pace of participants, size of groups, use of time, and interpersonal synchrony influenced the behavior and response of students. The investigation also explored associations between language of instruction and these variables, as well as the effects of variations of classroom ethnic composition. Research methods involved analysis of research films of classrooms and film interviews with people associated with the classrooms and students. Findings showed that Chinese American students responded best to situations in which there were close interpersonal distances, a slow to moderate pace, arrangements that did not isolate individuals, and activities that involved group processes. They responded particularly well in situations with these characteristics that also involved considerable contextualization of subject matter and the use of time frames significantly longer than the American school norm. Such situations were characterized by high levels of interpersonal synchrony. These patterns were closely associated with use of Cantonese language in the classroom. Size of groups did not appear to be a significant factor, but the response of Chinese American students was adversely affected when proportions of non-Chinese students rose above a certain point. (Author/CMG)