The data for the study were gathered in the course of a larger sociolinguistic survey carried out among francophones from Welland and Sudbury, Ontario. Among other things, the acquisition of spoken English by bilingual francophone students from these cities was studied in depth, using error analysis. The present study attempts to show that in a bilingual environment, the language most often spoken between parents and children plays a major role in the language acquisition of the children. For the study the spoken English of a sample of 15 Grade 2 children, selected from the French language schools of Welland and Sudbury, was analyzed. This sample was divided in two groups. Group I included children who spoke mostly French with their parents at home. Group II children spoke mostly English. The results of our study show that: (1) Group II children commit a lower proportion of interference errors (errors attributable to the influence of French) than Group I children. On the basis of these results we can say that the language most often spoken between children and parents seems to have a significant influence on the language acquisition of Grade 2 children in a bilingual environment. (Author/KM)