A SURVEY ON WHERE MOST OF THE NON-ENGLISH SPEAKING CHILDREN IN THE 50 STATES WERE ATTENDING SCHOOL AND BY WHOM THEY WERE BEING EDUCATED WAS REPORTED. OF THE 50 STATES, 38 SAID THEY HAD PROBLEMS IN EDUCATING THE NON-ENGLISH SPEAKING CHILDREN IN THEIR PUBLIC SCHOOLS, 10 OF THESE WERE EDUCATING THE MAJORITY OF NON-ENGLISH SPEAKING PUPILS IN THE UNITED STATES AT THAT TIME. A TOTAL OF 28 STATES REPORTED NO PROBLEMS WITH THEIR NON-ENGLISH SPEAKING PUPILS. IN 11 STATES, SPECIALLY TRAINED TEACHERS OF ENGLISH AS A SECOND LANGUAGE WERE EMPLOYED, AND ONLY IN SOME SCHOOLS IN THOSE STATES. IN 10 STATES, THE CLASSROOM TEACHERS WERE GIVEN SPECIAL INSERVICE TRAINING IN SECOND LANGUAGE TEACHING, BUT THE TRAINING WAS NOT STATE-WIDE. IN 38 STATES, CLASSROOM TEACHERS WITH NO SPECIAL TRAINING IN ENGLISH AS A FOREIGN LANGUAGE WERE TEACHING NON-ENGLISH SPEAKING CHILDREN IN SOME CLASSES. IN 32 STATES, 77 COLLEGES AND UNIVERSITIES OFFERED COURSES IN LINGUISTICS AND THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE. IN 14 STATES, CURRICULUM GUIDES, HANDBOOKS FOR TEACHERS, AND BULLETINS ON TEACHING NON-ENGLISH SPEAKING CHILDREN WERE PUBLISHED. MANY RESPONDENTS REPORTED THAT THE ESTABLISHMENT OF SPECIAL CLASSES HAD BEEN RECOMMENDED REPEATEDLY, BUT THAT NOTHING HAD BEEN DONE. SOME STATES FELT THEY MET THE PROBLEM THROUGH THE UNGRADED PRIMARY SYSTEM, IN MANY CITIES, TEACHERS WERE TRAINED ON THE JOB BY PRINCIPALS AND FELLOW TEACHERS IN THE FIELD OF TEACHING THE NON-ENGLISH SPEAKING. MANY TEACHERS HAD TO ACCEPT THESE JOBS AS FIRST ASSIGNMENT BUT SOUGHT OTHER POSITIONS AS SOON AS THEY COULD. IT WAS CONCLUDED THAT ONLY A FEW STATES WERE DOING ALL THEY COULD TO EDUCATE NON-ENGLISH SPEAKING CHILDREN, AND THAT ONLY A FEW (15 STATES) HAD ANY FUTURE PLANS.