This study compares (1) the English language use of limited-English-speaking foreign and native English-speaking college students in doing chemistry laboratory work, writing lab reports, and taking lecture notes; (2) the relationship of the language use to performance; and (3) the relationship of the foreign students' beliefs about their language capabilities and their actual laboratory performance. The research uncovered striking differences in organization and style of notes and lab reports. As a result of these findings, a minicourse was designed to address the language and cultural factors found to affect the foreign students' performance. Units developed for the minicourse include exercises related to lab report writing and lecture comprehension as well as a discussion of classroom interaction, especially behavior that suggests cheating, and the teacher's role. Appendixes include a sample worksheet to accompany a filmed lecture; examples of student lab report writing and suggestions to improve such writing; and a list of cultural differences that may affect academic performance. (MSE)