The second half of a pilot study on bilingual education (first half presented at the 1979 Rocky Mountain Educational Research Association conference) focused on whether bilingual education established classroom environments to promote a transition in language or the learning of and in two languages. Each of 43 observers trained in time estimation techniques spent one full day observing one randomly selected child (K-6) in different Fresno Unified School bilingual classrooms. As in the first half of the study, in which non-bilingual classrooms were observed, less than 1% of students' oral practice was controlled by the teachers, who seemed to praise and reward silence. Observers particularly noted how much the children talked when outside the teachers' control; children were learning to speak, despite teachers' efforts to minimize their talking. Observers noted no teaching methods unique to bilingual education. Findings supported the hypothesis that the same lack of directed encoding occurs in both bilingual and non-bilingual classrooms, and suggested that teachers do not control a significant portion of the oral language development of children. Parents and teachers of children (K-12) can intensify home and classroom language learning environments using eight suggested age-graded activities, including show and tell, newscasting, and book reports. (SB)