A SUMMER WORKSHOP CONCERNED WITH THE EDUCATION OF THE SPANISH- AND INDIAN-SPEAKING STUDENTS OF NEW MEXICO AND ARIZONA MET IN TUCSON, ARIZONA, TO ESTABLISH OBJECTIVES REGARDING THESE CHILDREN AND THEIR SPEAKING PROBLEMS. THE STUDENTS WERE DROPPING OUT OF SCHOOL AS A RESULT OF ACADEMIC AND SOCIAL FAILURE AND FRUSTRATION. BICULTURAL GUIDANCE, AN APPROACH INVOLVING BOTH THE TEACHER AND THE COUNSELOR, WAS SUGGESTED. THE BROAD DIFFERENCES IN THE CULTURAL PATTERNS OF VALUE ORIENTATION WERE RECOGNIZED. SOMETIMES THE TEACHER MAY MISJUDGE A STUDENT'S MOTIVATION. THE TEACHER SHOULD REALIZE THAT MANY CULTURALLY DIFFERENT STUDENTS HAVE A HOPELESS ATTITUDE BECAUSE OF A DEEP-SEATED SENSE OF INFERIORITY GROWING FROM THEIR COMPETITION WITH ANGLO-AMERICAN STUDENTS. IN THE AREA OF ORAL COMMUNICATION, THE TEACHER SHOULD EMPHASIZE INTONATION-PITCH, JUNCTURE, AND RHYTHM. HE SHOULD HELP STUDENTS MASTER THE SKILLS OF GRAMMAR, IDIOMS, AND IDIOMATIC USAGE. ENRICHMENT ACTIVITIES, SUCH AS CARDS AND FILMS, SHOULD BE UTILIZED. THE USE OF ART AND DRAMA FOR LANGUAGE LEARNING HAS PROVEN BENEFICIAL IN THE TRANSFERENCE OF SELF-DEVELOPED DRAWINGS TO VERBALIZATION. WITH THE USE OF DRAMATIZATION, A PLOT ONCE ESTABLISHED, COULD MODIFY AND CORRECT POOR SENTENCE PATTERNS. IN ART AND DRAMA, CULTURAL VALUES (DIFFERENCES AND SIMILIARITIES) COULD BE EXPLAINED, DISCUSSED AND EVALUATED. SOME OF THE REASONS THAT SPANISH AND INDIAN STUDENTS HAVE DIFFICULTY WITH LANGUAGE IS THAT THEY EXPERIENCE BASIC CONFUSION ABOUT SPEECH SOUNDS. REMEDIAL PROGRAMS SHOULD BE AIMED AT THE NEEDS OF THESE STUDENTS.