A study was carried out to investigate the effects of inducing bilinguals to use both of their languages to read, study, and recall information from a passage of expository text. The subjects were 80 French-English bilinguals who read a passage in either English or French and took notes in either language. They then completed tests of free recall and inference in French or English. The interaction of language of reading, language of note-taking, and language of recall and its effects on the quality of recall were of particular interest in the study. Results indicated that, contrary to expectation, varying the language in which the passage was read, studied, and recalled failed to influence either the amount of information recalled or the ability to draw inferences based on the reading. However, the subjects had more confidence in their recall when the text was presented in their native language even when their performance on the two language versions did not differ significantly. Based on these results, it is proposed that the same ideas expressed in two languages are not stored separately but in a unified semantic component, a finding in basic accord with previous research on bilingual memory. References, tables, and figures are appended. (MSE)