Data on language competence and language use were obtained for 99 Spanish/English bilingual elementary school children (kindergarten through fourth grade) from Albuquerque. The children's language skills were assessed by teachers, interviewers, and the children themselves. The teachers and the children also estimated the extent to which the children used Spanish and English in various settings of the home, the neighborhood and the school. As more objective measures of the children's language skills, they performed three tasks--word naming, sentence repetition, and free speech. The relationships among the various measurement techniques were analyzed. The three tasks were well interrelated and were thought to measure the same skills. The relationship between language use and language skill ratings was generally not very strong, both in the case of the children and the teachers. Only a few of the language use variables were found useful in the prediction of the children's performance on the tasks. Of the language skill ratings, the interviewer judgments were the best predictors of the tasks. The teacher ratings were moderately well correlated with the performance measures, and the children's self-ratings least so. (Author)