A recent review of English as a Second Language (ESL) research revealed an increase in studies dealing with instructional approaches, language learning theories, ESL curriculum, and learning-aid study strategies; however, supervision of teaching in ESL programs was mentioned only occasionally. Supervision, when properly practiced, can provide a mechanism to: (1) promote the growth of instructional staff members; (2) improve the instructional program for Limited-English Proficient (LEP) students; and (3) foster effective curriculum development. Many individuals assigned as curriculum supervisors are placed in supervisory roles for special population programs, yet are not adequately trained to implement or supervise programs designed for LEP students. In the field of bilingual or ESL education, the primary goal of the supervisor is to provide in-class support to classroom teachers. The supervisor should provide support along with needed information and practical experiences for professional improvement of the teachers supervised. Twelve major competencies needed by supervisors of special language programs are identified. (JD)