Ten papers address areas of concern regarding improvement in serving the needs of limited English proficient (LEP) adults. The first paper (by D. Terdy) overviews the background and skills LEP adults bring to adult education programs as well as their language needs and educational goals. The second paper (by S. Smith) describes changes in adult learners that should be accommodated by changes in program structures. The third paper (by D. Bartley) discusses a native language approach to teaching English literacy and a strictly English-only language approach. The fourth paper (by A. Fey) focuses on the development of a curriculum for an English-as-a-Second-Language (ESL) program in the PREVIEWS project. The fifth paper (by M. Zamora) considers the role of counseling in ESL programs. The sixth paper (by R. A. Orem) focuses on reading strategies in ESL and adult basic education (ABE) instruction. The seventh paper (by N. C. Chapman) overviews the scope of the ABE/GED (General Educational Development) program and compares its curriculum with the ESL curriculum. The eighth paper (by D. Terdy) compares writing skill development in ESL programs to GED writing skill development. The ninth paper (by J. P. Bright) suggests a broader perspective on programming for LEP adults after they leave ESL programs. The tenth paper (by D. Bartley) makes some conclusions based on the other papers. (YLB)