The status of computer-assisted language learning for elementary and secondary school limited-English-speaking students is reviewed, and recommendations for further research and development are proposed. The study was conducted through interviews with leaders in the field, site visits, classroom observation, attendance at workshops, and a review of the literature. The opening section provides background information and details of the study's organization. The second section discusses issues related to equal education and barriers created by limited English proficiency. The third section outlines common arguments in favor of computer assisted language learning and the major uses of computers in the field. These uses include direct instruction focusing on either form or message, and indirect language instruction through subject area study. The fourth section addresses issues in software development, evaluation, and dissemination and discusses specific software designed for use in teaching English as a second language (ESL) and for purposes other than ESL. The fifth section reviews recent research on aspects of computer-assisted language learning and presents recommendations for research and development concerning classroom computer use, teacher training, lesson design, and software evaluation criteria. A list of 86 references is appended. (MSE)