In recent years, many schools, churches, social groups, and corporations have found it desirable to implement programs designed to improve the English communicative abilities of their employees, students, or clients. This report attempts to provide these institutions with a general picture of the ESL situation today and to suggest ways in which they might sensibly assess and respond to the functional, sociocultural, and educational needs of their English speaking members. Two different types of communities of second language speakers are identified. One is the relatively stable, permanent community whose members need to function with near-native proficiency in English. The other is transitory and temporary and their language needs will vary depending on the domains in which they operate. For the former group, educational needs may take precedence while for the latter group sociocultural and functional requirements are preeminent. Topics reviewed include: (1) the needs assessment process including the identification of language-minority communities, determining community goals, and determining the extent of needs; and (2) characteristic assessment practices of some specific communities including public schools, colleges and universities, junior/community colleges, corporate programs, and adult basic education programs. (JK)