Guidelines and suggestions for administering programs of English as a second language or dialect (ESL/D) address a variety of issues. The first section outlines the rationale and philosophy behind the materials, including definitions of an ESL student and program, definitions of a second dialect student and program, and philosophy, goals, and objectives of an ESL/D program. The second section looks at the nature of culture, cross-cultural adaptation and its stages, probable student behaviors in this adjustment process, schools and cultures, helping ESL/D students adjust, and helping schools adjust. Section three reviews assessment and placement procedures: initial placement and assessment, reception and orientation, records and reporting procedures, review and reassessment of student progress, criteria for transition from ESL/D to the regular program, ongoing evaluation, and achievement tests. The fourth section outlines the types of ESL/D programs offered in Canadian schools and their advantages and disadvantages: reception classes, part-day classes, withdrawal programs (resource rooms and itinerant teachers) to help students make the transition to a new culture, transitional classes, support programs within a regular classroom, and bilingual programs. The fifth section notes potential human resources in the school and community. Forms and tests are appended. (MSE)