A study of the role of classroom lessons in the acquisition of English as a second language by Spanish speakers that compared language acquisition at school and during the summer months is reported. An introductory chapter outlines fundamental assumptions about the loci and intentionality of second-language learning, and the second chapter describes the research design. Chapter three examines the contexts of second language acquisition in terms of language use and learning behaviors. The fourth chapter, on the central importance of lesson value and lesson confidence, looks at past research, the competence-incompetence paradox examined through interviews with teachers, and the interaction influences of lesson value and lesson confidence. The fifth chapter focuses on strategies of learning and non-learning in the classroom as a measure of the interactive influences of lesson value and lesson confidence. Chapter six examines the relationship between learning strategies and language attitudes, and chapter seven discusses engaging language learning opportunities in the classroom through the interplay of language orientations and learning strategies. A summary chapter and a list of references are included, and appended materials include the quantitative instruments for children used in the study, the learning strategies Q-sort, and the teacher and principal interviews. It is concluded that classroom lessons do increase language learning, and that the interactive variables are complex and require further research. (MSE)