Several obstacles to social and intellectual growth confront the disadvantaged student whose nonstandard dialect is unacceptable to many users of standard English. To help him develop a bidialectalism that minimizes these obstacles, the English teacher needs to guide the student to explore the ways in which language conveys meaning; to experience the power of words both in his own dialect and in standard English; to express ideas through oral and written composition; and to use the English language laboratory. This classroom laboratory should provide records, tapes, and programed television where students gain intensive training in hearing significant word segments, experience in constructing sentences with a minimum of drill work, opportunities to become familiar with written news media, and the chance to engage in a variety of speech activities. (JM)