Three major studies on English and native language use in the classrooms of limited-English-proficient (LEP) students are reviewed for the insights they provide on effective teaching practices and special services for this population. The bilingual education profession misunderstands and misuses what the literature says about instruction for LEP students, especially where it concerns English and native language use. Specific areas in which research data are misinterpreted are noted, including overly prescriptive policies for the exclusive use of English in the classroom, the heterogeneity of LEP students, the use of native-language resources, rigid language-use regulations, the potential for coexistence of English and the native language, and the use of simplification. (MSE)