A study examined the quantity and quality of language produced by kindergarten and early primary Native American pupils in relation to selected factors in the classroom context in which the language was produced. Observations of about 50 classrooms were conducted in schools serving predominantly Native American pupils on and off reservations in New Mexico. A rating sheet was used to evaluated the sociocultural environment of the classrooms. Results showed that informal classroom organization with flexible arrangement of furniture and emphasis on group work enhanced language learning. Other factors relating positively to language learning were situations in which the locus of control was shared by teachers and pupils, where there was an emphasis on cooperative learning and dialogue patterns involving pupils to a great degree, and in which culturally relevant materials or activities were used. (MSE)